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Electronic Theses, Treatises and Dissertations The Graduate School

2015

The Leadership Role of School Librariansin the Adoption of Digital Textbooks:Evaluating School Librarians' Stages ofConcern in Florida and South KoreaJi Hei Kang

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FLORIDA STATE UNIVERSITY

COLLEGE OF COMMUNICATION & INFORMATION

THE LEADERSHIP ROLE OF SCHOOL LIBRARIANS

IN THE ADOPTION OF DIGITAL TEXTBOOKS:

EVALUATING SCHOOL LIBRARIANS' STAGES OF CONCERN

IN FLORIDA AND SOUTH KOREA

By

JI HEI KANG

A Dissertation submitted to the School of Information

in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

Degree Awarded: Spring Semester, 2015

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Ji Hei Kang defended this dissertation on April 14, 2015.

The members of the supervisory committee were:

Nancy Everhart

Professor Directing Dissertation

Vanessa Dennen

University Representative

Kathleen Burnett

Committee Member

Don Latham

Committee Member

The Graduate School has verified and approved the above-named committee members, and

certifies that the dissertation has been approved in accordance with university requirements.

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ACKNOWLEDGEMENTS

Upon reflection on my road to complete my dissertation, I have realized that I have had so many supporters, mentors and champions on my long journey. I really appreciate all of your warm hearts for me. I especially offer my sincere thanks to Dr. Nancy Everhart, who led me to success. She showed me an entirely different world of research, and willingly shared her wisdom to solve many problems that I encountered. Without her encouragement, I could not have completed this process with this sense of triumph. Also, I was able to truly share in the bounty of my doctoral committee members. Dr. Don Latham was very generous with his time, helping me to develop the content and style of my dissertation. Dr. Kathleen Burnett was a great leader who helped me set my research direction. I will never forget Dr. Vanessa Dennen’s passion and enthusiasm toward students’ success. The experience that I gained from her research group has been a foundation for my research. In addition, I would like to take a moment to say thank you to the faculty members at Florida State University. They have provided a rich soil of research and allowed me to grow healthy and strong with their affection and support. I’ve learned a lot from Professor Ken Armstrong and FSU's Program in Interdisciplinary Computing team, not only about teaching skills, but also having a positive attitude toward innovations. I am extremely grateful to all my iSchool friends for their help. The friends and colleagues who I met during the program became my lighthouse. Whenever I lost my direction, they were always there to illuminate my way home. A chat with my cohorts—Jon, Julia, Laura, Lisandra, Lynnsey and MinSook—was always a special source of care and healing. I express my deepest gratitude to the friends I gained from in the Education Department for your their supportive advice. The help from my Mommy-Long-Legs, Jennifer, is unforgettable. Also, thanks for the unwavering support I received from my friends in Korea, including Ssuk, Hui, Sun, Eunmi, my Chamkkae bros, and my former colleagues at LG Sangnam Library and Sungkyunkwan University. I cannot finish the acknowledgements without mentioning how much I love my family. The love from all of you to the (very) firstborn child makes the impossible possible. Most especially, my love and gratitude goes to my eternal helper and soul mate, my hubby! You made my unrealistically sublime dream real. Thank you for always being my man and encouraging me to go forward. (I know, Claire you are reading this to find your name!) Without the happiness and joyfulness that my bright Claire has brought into my life, I would not keep smiling. Mom and Dad, you are the source of my curiosity and energy. I still remember those nights when you taught me while working. I’m so proud that you are my parents. Finally, my Lord God, thank you for allowing me to be your gift and filling my heart and mind with a spirit of gratitude.

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TABLE OF CONTENTS

List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Abstract .......................................................................................................................................... ix

1. INTRODUCTION ......................................................................................................................1

1.1. Problem Statement .............................................................................................................4 1.2. Purpose Statements and Research Questions ....................................................................6 1.3. Significance of the Research .............................................................................................8 1.4. Theoretical Framework .....................................................................................................9 1.5. Research Design ..............................................................................................................10 1.6. Conclusion .......................................................................................................................11

2. LITERATURE REVIEW ........................................................................................................13

2.1. School Librarians’ Leadership Roles in Technology Integration .....................................13

2.1.1. Studies Defining School Librarians’ Leadership Roles in Technology Integration ..................................................................................................................14

2.1.2. Studies Identifying the Factors Affecting Leadership Roles in Technology Integration ..................................................................................................................15

2.1.3. Gaps between Research and Practice ......................................................................17 2.2. School Librarians and a New Innovative Technology - Digital Textbook .......................18

2.2.1. Emerging Roles of School Librarians in Digital Textbook Implementation ..........19 2.2.2. Unique Characteristics of Digital Textbooks in Relation to School Librarians .....20 2.2.3. Digital Textbook Initiatives: World-wide, Florida and South Korea ......................22

2.3. CBAM ...............................................................................................................................24 2.3.1. Rationale for Applying the CBAM .........................................................................25 2.3.2. Core Concepts .........................................................................................................26 2.3.3. Assumptions / Perspective .......................................................................................28 2.3.4. Change Facilitator and Three Diagnostic Dimensions ............................................29 2.3.5. Intervention Taxonomy ...........................................................................................34 2.3.6. Application of CBAM in Leadership Studies .........................................................35

2.4. Conclusion ........................................................................................................................36

3. METHODOLOGY ..................................................................................................................38 3.1. Introduction .......................................................................................................................38 3.2. Research Design ...............................................................................................................38 3.3. Research Questions ...........................................................................................................39 3.4. Survey ...............................................................................................................................40

3.4.1. Rationale for Employing a Survey ..........................................................................41 3.4.2. Unit of Analysis .......................................................................................................42 3.4.3. Population and Sampling .........................................................................................43

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3.4.3.1.Population ........................................................................................................43 3.4.3.2.Sampling ..........................................................................................................45 3.4.3.3.Participants .......................................................................................................46

3.4.4. Instrument Design: SoCQ and Demographic Survey ..............................................46 3.4.4.1.The description of the SoCQ............................................................................46 3.4.4.2.A comparison study applying the SoCQ ..........................................................48 3.4.4.3.Demographic survey ........................................................................................49

3.4.5. Data Collection Procedures .....................................................................................50 3.4.5.1.Pretest ...............................................................................................................50 3.4.5.2.Approval process .............................................................................................51 3.4.5.3.Online survey ...................................................................................................51 3.4.5.4.Conducting surveys and promotion .................................................................52 3.4.5.5.Post surveys .....................................................................................................53 3.4.5.6.Data management.............................................................................................54

3.4.6. Data Analysis ..........................................................................................................55 3.5. Validity and Reliability .....................................................................................................56

3.5.1. Validity of the SoCQ ...............................................................................................56 3.5.2. Reliability of the SoCQ ...........................................................................................56

3.6. Assumptions, Benefits and Limitations ............................................................................57 3.7. Ethical Considerations ......................................................................................................58 3.8. Conclusion ........................................................................................................................61

4. PRESENTATION OF THE FINDINGS ................................................................................63

4.1. Introduction .......................................................................................................................63 4.2. Data Sample ......................................................................................................................63

4.2.1. Participants in Florida .............................................................................................64 4.2.2. Participants in South Korea .....................................................................................64

4.3. Data Analysis for Research Question 1 ............................................................................65 4.3.1. Research Question 1.1 .............................................................................................65 4.3.2. Research Question 1.2 .............................................................................................68 4.3.3. Research Question 1.3 .............................................................................................70 4.3.4. Research Question 1.4 .............................................................................................71 4.3.5. Research Question 1.5 .............................................................................................75

4.4. Data Analysis for Research Question 2 ............................................................................77 4.4.1. Research Question 2.1 .............................................................................................77 4.4.2. Research Question 2.2 .............................................................................................79 4.4.3. Research Question 2.3 .............................................................................................80 4.4.4. Research Question 2.4 .............................................................................................82 4.4.5. Research Question 2.5 .............................................................................................85

4.5. Data Analysis for Research Question 3 ............................................................................87 4.5.1. Research Question 3.1 .............................................................................................87 4.5.2. Research Question 3.2 .............................................................................................90

4.6. Summary ...........................................................................................................................94

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5. DISCUSSION AND CONCLUSION .....................................................................................97

5.1. Summary ...........................................................................................................................97 5.2. Discussion of Florida School Librarians’ SoC Regarding Digital Textbook Adoption ...99 5.3. Discussion of South Korean School Librarians’ SoC Regarding Digital Textbook

Adoption .........................................................................................................................101 5.4. Discussion of Educational Culture in Florida and South Korea .....................................104 5.5. Interventions for School Librarians in Florida and South Korea ...................................110 5.6. Implications and Recommendations ...............................................................................119

5.6.1. Recommendations for Practice ..............................................................................119 5.6.1.1. School librarians ...........................................................................................119 5.6.1.2. School administrators ...................................................................................120 5.6.1.3. Educational policy makers ...........................................................................120 5.6.1.4. Library and information science education ..................................................121 5.6.1.5. Other Educators ............................................................................................122

5.6.2. Theory ...................................................................................................................122 5.7. Limitations and Future Study .........................................................................................123

5.7.1. Limitations .............................................................................................................123 5.7.2. Future Studies ........................................................................................................125

5.8. Conclusion ......................................................................................................................128

APPENDICES .............................................................................................................................131 A. THE SURVEY QUESTIONNAIRES ...................................................................................131 B. THE SURVEY QUESTIONNAIRES IN KOREAN ............................................................134 C. CONSENT FORM FOR SCHOOL LIBRARIANS IN FLORIDA ......................................138 D. CONSENT FORM FOR SCHOOL LIBRARIANS IN SOUTH KOREA ............................140 E. APPROVAL FOR RESEARCH FROM HUMAN SUBJECTS COMMITTEE ..................142 F. SEDL LICENSE AGREEMENT ..........................................................................................143

References ....................................................................................................................................145 Biographical Sketch ....................................................................................................................154

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LIST OF TABLES

Table 1. Paper Textbook vs. Digital Textbook ..............................................................................21 Table 2. Stages of Concern and Expressions .................................................................................31 Table 3. Cronbach's Alpha of Korean SoCQ .................................................................................54 Table 4. Test-Retest Correlations on the SoCQ .............................................................................57 Table 5. Descriptive Statistics Disaggregated by Two Locations .................................................89 Table 6. Descriptive Data in Florida and South Korea and T-test Comparisons by Locations .....89 Table 7. Descriptive Data in Florida and South Korea and T-test Comparisons Related to Stage

0, Unconcerned ..................................................................................................................91 Table 8. Descriptive Data in Florida and South Korea and T-test Comparisons Related to Stage

1, Informational ..................................................................................................................92 Table 9. Descriptive Data in Florida and South Korea and T-test Comparisons Related to Stage

2, Personal ..........................................................................................................................93 Table 10. The Statistically Significant and Insignificant Differences between Two Locations'

SoC Profiles .....................................................................................................................105 Table 11. Intervention Strategies for Addressing User Concerns for Digital Textbook

Integration ........................................................................................................................117

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LIST OF FIGURES

Figure 1. The Stages of Concern Profile with School Librarians in Florida .................................67

Figure 2. The Stages of Concern Profile with School Librarians in Florida According to Their

Teaching Experiences ........................................................................................................69

Figure 3. The Stages of Concern Profile with School Librarians in Florida According to Their

Innovation Adoption Style .................................................................................................71

Figure 4. The Stages of Concern Profile with School Librarians in Florida According to Their E-

Book Reading Time ...........................................................................................................73

Figure 5. The Stages of Concern Profile with School Librarians in Florida According to Their E-

Book Reading Frequency ...................................................................................................74

Figure 6. The Stages of Concern Profile with School Librarians in Florida According to the

Training Session .................................................................................................................76

Figure 7. The Stages of Concern Profile with School Librarians in South Korea .........................78

Figure 8. The Stages of Concern Profile with School Librarians in South Korea According to

Their Teaching Experiences ..............................................................................................80


Their Innovation Adoption Style .......................................................................................81


Their E-Book Reading Time ..............................................................................................83


Their E-Book Reading Frequency .....................................................................................84 Figure 5. The Stages of Concern Profile with School Librarians in South Korea According to the

Training Session .................................................................................................................86 Figure 13. The Comparison between the SoC Profiles in Florida and South Korea .....................88

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ABSTRACT

In our fast-paced, high-tech society, school librarians’ leadership role in technology

integration has been receiving particular attention. Because school libraries are usually the first

place to introduce new educational technologies, school librarians are expected to have a positive

attitude and perspective regarding the effectiveness and merits of new technologies. Meanwhile,

simultaneous implementation of digital textbooks is planned in K-12 schools in the U.S. state of

Florida and the country of South Korea, and school librarians are supposed to play a pivotal role

in this adoption. However, there have been very few studies conducted to identify any patterns or

consistencies in librarians’ perceptions of innovation.

The purpose of this study is to identify and describe the concerns of Floridian and South

Korean librarians during the initial phases of the implementation of digital textbooks. For each

setting, the study not only determines the stages of concern as per school librarians’ practices and

experiences, but also classifies those stages of concern by demographic backgrounds.

This study used the Concerns-Based Adoption Model (CBAM) as a theoretical

framework. The comparative research design applying a survey method was used, incorporating

the Stages of Concern Questionnaire (SoCQ) with other demographic questions. The SoCQ

percentile scores were used to identify school librarians’ Stages of Concern (SoC) in Florida and

South Korea. T-tests explored the similarities and differences of SoC in two locations.

The study revealed that school librarians in both places expressed the highest response in

Stage 0, Unconcerned, implying they were more concerned about a multitude of other

obligations, activities, or innovations. The CBAM theory anticipates that there will be potential

resistance from school librarians towards digital textbook implementation in two locations, as the

SoC from Florida school librarians presented a Negative One-Two Split user pattern and those

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from South Korea presented a typical non-user pattern. Also, this study found that, according to

their characteristics, school librarians showed the biggest gaps of concerns in the Impact stages

(Stages 4, 5, and 6) while having relatively high concerns in the Self stages (Stages 0, 1, and 2).

In Florida’s case, all profiles presented a relationship between SoC and participants’

characteristics, with the biggest gaps occurring in Stage 5, Collaboration. South Korean school

librarians’ SoC profiles found the largest gaps in the Impact stages. Research Question 3

revealed that South Korean school librarians expressed more concern over the three stages: 0,

Unconcerned; 1, Informational; and 2, Personal.

Based on the CBAM theory, the findings underscore a need for various interventions.

Since school librarians’ were found to be apathetic even though digital textbook integration will

be put into effect soon, an intervention to inform them of the characteristics and strong points of

digital textbooks, as well as restrictions for using them, is urgent (Stage 0). Moreover, the study

findings argue that it is urgent to introduce various interventions for specific groups of

participants. For example, South Korean school librarians, who had the second-highest concern

in Stage 1, Informational, need to receive general information including benefits and costs of

digital textbooks. Florida school librarians, who had the second-highest concern in Stage 2,

Personal, need guidance to prioritize digital textbooks, and they also need continuous

encouragement.

The results from the study stress the importance of professional development for school

librarians. Data from the study provides administrators with information regarding interventions

that were targeted and customized according to school librarians’ characteristics. Moreover, for

policy makers, the theory recommends gradual implementation of digital textbooks in Florida

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and pilot test opportunities in South Korea. Lastly, the study urges library and information

science education to have short- and long-term strategies for embracing digital textbooks.

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CHAPTER 1

INTRODUCTION

As the knowledge economy has grown and evolved, the idea of “leadership for all” has

become an accepted notion within the sphere of twenty-first century libraries (Kampylis et al.,

2013). This new paradigm of leadership requires librarians to gather and consider the opinions of

all knowledge seekers in terms of volatility, uncertainty, complexity and ambiguity (VUCA)

when making decisions concerning their libraries (Davis & Macauley, 2011).

Leadership principles for school libraries are no exception to this development.

Beginning with Mohajerin & Smith’s study (1981), which sought to identify school librarians’

perceptions regarding effective school leaders in the early 1980s, even more researchers have

inquired about the leadership roles of school librarians (Fitzgibbons, 1980; Mohajerin & Smith,

1981; Smith, 2013). Especially in our fast-paced technological society, the leadership of

technology integration has been receiving particular attention. School librarians are supposed to

help students “develop information skills that will enable them to use technology as an important

tool for learning, both now and in the future” (American Association of School Librarians,

2009). Library media programs should make available “the expansion and enhancement of new

formats and resources” (National Board for Professional Teaching Standards, 2012).

The increasing number of studies and guidelines pertaining to school librarians, however,

hints at the emerging role of leadership in school libraries. First of all, the current guidelines of

the American Association for School Librarians (AASL), as identified in Empowering Learners:

Guidelines for School Library Media Programs, include a section addressing the appropriate

leadership roles of school librarians with the goal of attaining new standards for the twenty-first

century learner. The guidelines state (AASL, 2009):

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The school library media program is built by professionals who model leadership and

best practices for the community to ensure that learners are equipped with the skills and

knowledge they need to succeed in the technological society of the 21st century. (p. 45)

Leadership is integral to developing a successful 21st-century school library program. As

information literacy and technology skills become central to learning, the school librarian

must lead the way in building 21st-century skills throughout the school environment.

Doing so involves a willingness to serve as a teacher and a learner who listens to and acts

upon good ideas from peers, teachers, and students. Leadership also requires increased

professional commitment and thorough knowledge of the challenges and opportunities

facing the profession. By becoming an active member of the local and global learning

community, the school librarian can build relationships with organizations and

stakeholders to develop an effective school library program and advocate for student

learning. (p. 17)

This declaration is critical, because not only do these standards introduce new leadership

roles, but they also reorient school library media professionals to initiate advocacy programs for

teaching and learning. In the guidelines, the leadership roles that will support school librarians in

creating new models of teaching, learning, and organization for twenty-first century learners are

reconfirmed.

Along with the statement of the AASL, the National Board for Professional Teaching

Standards also makes an effort to create definitive and comprehensive standards defining the

responsibilities of accomplished librarians. The standards for school library media clarify the

importance of the roles of school librarians in technology integration and leadership. Although

the concepts of leadership and integration of technologies are incorporated in all of the standards,

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the fourth and sixth standards particularize leadership and the integration of technologies. In

terms of leadership, the standards argue that accomplished specialists encourage collaboration,

build relationships with communities, and strengthen library media programs. For instructional

leadership, library media specialists apply current technologies to invigorate library media

programs. In addition, in terms of providing professional leadership, school librarians need to

focus on effective professional development. The standards also specify integration of

technologies, stressing its importance not only in teaching and learning, but also in managing,

maintaining, and administering programs. The standards address “the expansion and

enhancement of new formats and resources available to the library media program” (p. 17).

Moreover, the standards demonstrate the school librarians’ vigorous roles, such as differentiating

instruction, providing assistive technologies, analyzing programs and activities, generating

reports for the budgeting process, or offering solutions for problems.

Similarly, various studies have focused on defining leadership roles for school librarians

(Branch-Mueller & DeGroot, 2011; Dotson & Jones, 2011; Gewertz, 2012; Johnston, 2011;

Lankford, 2006; Lowe, 2000; Martin, 2011; Oliver, 2003; Turner, 2011). A great number of

studies also indicate that when school librarians take on these leadership roles, a positive effect

on both teaching and learning occurs school-wide. It appears that the more leadership school

librarians exhibit, the better the overall academic achievement levels of the students. Despite the

growing importance of technology integration leadership and the emergence of professional

guidelines and organizations, most efforts have been on defining school librarians’ roles.

While the importance of school librarians’ technology integration leadership roles has

taken on added significance, school librarians have encountered the advent of new educational

technologies more rapidly than can be addressed. One example is that, over the last several years,

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the importance of digital textbooks in schools has grown. In the U.S., seven states have launched

Open Educational Resources (OER) initiatives, and 12 states have announced textbook

innovation policies, including plans for funding (Fletcher, Schaffhauser, & Levin, 2012). In

addition, some European countries, as well as Hong Kong, Japan, Singapore and South Korea,

have launched projects related to the introduction of digital textbooks (Kampylis, 2013).

In particular, Florida plans to transition to an all-digital environment, including the

exclusive use of digital textbooks, by 2015 (Mardis & Everhart, 2011). South Korea is another

place where digital textbooks are being embraced. Among its plans for school reform, the

Education Ministry of South Korea has enacted a set of digital textbook initiatives (J. H.-Y. Kim

& Jung, 2010). According to this mandate for new technology, school libraries will experience

the transition from print textbooks to digital textbooks alongside K-12 classrooms. Indeed,

digital textbooks provide a great opportunity for school librarians to demonstrate their leadership

skills, specifically in the area of technology integration (Dotson & Jones, 2011; Mardis &

Everhart, 2011; Mardis, Everhart, Smith, Newsum, & Baker, 2010).

1.1 Problem Statement

Various standards and previous studies compel school librarians to play pivotal roles in

integrating educational technologies. In fact, school librarians are already involved in advocating

for technology in schools, disseminating information about those technologies, and educating the

community about uses for new technologies (Everhart, Mardis, & Johnston, 2012). However,

few school librarians are found to have achieved full or substantial leadership, advocacy, and

community partnerships.

This mandate for school librarians to help integrate digital textbooks is common to both

Florida and South Korea. Regardless of the opinions of teachers and staff members, the new

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educational innovation of digital textbooks will be introduced into schools in Florida and South

Korea by 2015 (Kang & Everhart, 2014c; Mardis & Everhart, 2011). More importantly, the

changes that digital textbooks will bring have already been reported (Kang & Everhart, 2014c).

One function of digital textbooks is that users can create, share, and use the content. Digital

textbooks provide support tools for educators to make and collect digital content coinciding with

their use, to customize the textbooks for their curriculum, and to tailor chapters for their state’s

standards (J. H.-Y. Kim & Jung, 2010; Mardis et. al, 2010). Educators can also share and

exchange their content virtually with students and other educators. In fact, schools that have

adopted digital textbooks are now operating virtual libraries to collect, share and use content

(Mardis et. al, 2010).

Previous studies involving educational innovations show that the opinions held by

librarians vary in certain circumstances (Aharony, 2009; Bianco, 2008; Huston, 2009; Stephens,

2008). Although those studies agree that personal traits influence those opinions, the studies

could not identify any patterns or consistencies among the librarians’ perceptions about

innovation. Remarkably, while numerous studies have contributed to the research on digital

textbooks, none have carried out as an initial research focus an empirical analysis that identifies

human attitudes towards digital textbooks with the exception of a pilot study by Kang and

Everhart (2014b).

Therefore, in order for school librarians to serve as leaders in adopting the new

educational facet of digital textbooks, their perceptions and concerns need to be studied in order

for them to move forward.

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1.2 Purpose Statements and Research Questions

The purpose of this study is to identify and describe the concerns of Floridian and South

Korean librarians during the initial phases of the implementation of digital textbooks. For each

setting, the study does not only determine the stages of concern as per school librarians’ practices

and experiences, but also classify those stages of concern by demographic backgrounds. By

doing so, the researcher can suggest customized interventions for each group of school librarians

for their leadership development. In addition, a cultural comparison of the two settings offers

potential implications for other places where digital textbooks will be integrated. Further, the

researcher provides practical interventions based on the Concerns Based Adoption Model

(CBAM) in order to help school librarians enhance their leadership in embracing digital

textbooks.

• Overarching question: What are school librarians’ concerns during the initial

implementation of a digital textbook initiative in K-12 settings in Florida and South

Korea?

• Research Question 1: Based on the Stages of Concern (SoC), what are the school

librarians’ stages of concern regarding the mandated implementation of digital textbooks

in Florida?

1) Based on the Stages of Concern Questionnaire (SoCQ), what are the school librarians’

highest stage of concern surrounding implementation of digital textbooks?

2) Is there a significant relationship between school librarians’ stages of concern

regarding digital textbooks and those teachers’ experience in years?


regarding digital textbooks and those teachers’ technology adoption style?

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regarding digital textbooks and those teachers’ personal experiences with e-books?


regarding digital textbooks and the training sessions provided for those librarians?

• Research Question 2: Based on the SoC, what are the school librarians’ stages of

concern around the implementation of digital textbooks in South Korea?

1) Based on the SoCQ, what are the school librarians’ highest stages of concern

surrounding the implementation of digital textbooks?









• Research Question 3: Are there significant statistical differences in the stages of

concern identified for school librarians in Florida and South Korea?

1) What are the differences between the highest and second highest stages of concern for

school librarians in Florida and South Korea?

2) What main factors influence the differences in these two marginal stages?

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1.3 Significance of the Research

The projected study identifies both Floridian and South Korean school librarians’ stages

of concern about implementing digital textbooks. In addition, the study examines relationships

between teacher characteristics and their concerns. Lastly, by comparing the two settings’ stages

of concern, the study identifies similarities and differences between librarians in Florida and

those in South Korea and identify the factors that influence preparation for successful

implementation.

The results of the study helps school librarians gain a deeper understanding of both

digital textbooks and how their colleagues perceive them. Moreover, the process of conducting

the study including promotion surveys and recruiting participants may establish more dynamic

interest in a new innovation and encourage librarians to consider their roles.

Besides school librarians, the knowledge from the study assists school administrators,

who are in charge of school reforms like digital textbooks, in facilitating the adoption of digital

textbooks via their school librarians. The findings from the study also provides school

administrators with timely information about personalized professional development for both

school librarians and teachers. By understanding the stages of concern, school administrators can

provide appropriate human resources. Furthermore, the comparison of two settings allows school

administrators to understand and benchmark successful cases in another location. South Korean

administrators can be able to understand the backgrounds, issues and solutions put forth in

Florida, and vice versa, helping both settings identify their own strengths and weaknesses.

The study helps educational policy makers identify issues and circumstances that school

librarians encounter in mandated initiatives involving digital technology. Moreover, the results

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of the study allows policy makers to recognize areas that require further attention and resources,

and to establish school librarians’ leadership roles.

For library professionals, this study is significant because it is an opportunity to share

other librarians’ stages of concern regarding an innovation. Above all, the methodology of this

study informs researchers about new theories and research tools by incorporating the CBAM

theory and the Stages of Concern Questionnaire into the library field. Library educators are able

to use the results of the study to determine how school librarians serve as leaders for

incorporating innovations.

To other educators, this study plays a leading role in studying school librarians’ cognitive

reactions about innovations. While the previous research focused more how school librarians

apply and implement innovations, this study emphasizes how school librarians think, perceive

and prepare an innovation for students, teachers, administrators and community members. The

study encourages further research into a wide variety of issues related to school librarians.

1.4 Theoretical Framework

In order to study school librarians’ concerns about digital textbooks in Florida and South

Korea, the researcher utilized the CBAM because it is widely used as both theory and

methodology to identify an individual’s concern while implementing innovations and new

technologies. Also, the CBAM provides leaders with a unique way to facilitate innovation

integration (Hord, Rutherford, Huling-Austin, & Hall, 2006; Hord & Thurber, 1982) . In

addition, since the CBAM deals with top-down changes, the assumptions of the CBAM are in

accord with the research on digital textbook initiatives, which are also top-down projects.

Based on the importance of individuals and their adoption patterns, the CBAM was

devised to provide a theoretical framework and methodology to identify individual educators’

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levels of concern and usage when implementing new technologies and innovations. During a

probationary period of twenty years, starting in the late 1980s, the CBAM was used to evaluate

educational innovations (Hollingshead, 2009; Lueddeke, 1997; Shoulders & Myers, 2011).

In order to answer the research questions, the study integrated the CBAM as a model, and

the Stages of Concern Questionnaire (SoCQ) in the CBAM as an instrument. The CBAM

“consists of three diagnostic dimensions that provide evidence of the current extent and quality

of implementation, which leaders can use to drive decisions and actions” (SEDL, 2015, para. 7).

The CBAM includes the concepts of stages of concern (SoC), levels of use (LoU), innovation

configurations (IC), change facilitator styles, and interventions (Anderson, 1997; Dirksen &

Tharp, 1997).

Among the three methods, this study focuses on the first tool, SoC, in order to make a

diagnosis of school librarians’ stages of concern as a preliminary study. There are three

techniques to assess the stages of concern about an innovation: one-legged conferencing, open-

ended concern statements, and the SoCQ. These methods are explained further in Section

3.4.4.1. The study mainly applies the SoCQ as a tool to assess concerns, but the researcher also

added one open-ended question, such as “When you think about digital textbooks, what are you

concerned about?” (Hall & Hord, 1987, p. 66).

1.5 Research Design

This research leverages the advantages of survey research, providing “a quantitative or

numeric description of trends, attitudes, or opinions of a population” (Creswell, 2009, p.12).

Surveys enable researchers to collect large amounts of data by applying various types of

questions. Consequently, it is possible for the researcher to describe librarians’ understandings

about the innovative phenomena of digital textbooks, making the results statistically meaningful.

11

When employing survey method in research geared toward librarians’ perceptions, the researcher

can examine the responses of any sample of individuals. It is also possible for the researcher to

collect data at a relatively low cost and test that data relatively quickly. In addition, if the sample

size is statistically big enough, survey research can represent the attitudes and characteristics of a

larger population (Schutt, 2009). Therefore, the researcher employed the Stages of Concern

Questionnaire (SoCQ) to identify school librarians’ stages of concerns.

The population of this study was made up of school librarians who work in elementary

and secondary school libraries in Florida and South Korea; in both settings, there is an

impending mandate to utilize digital textbooks. The study employed an availability sample

method, requiring the researcher to select subjects based on certain characteristics (Schutt, 2009).

As school librarians act as educators, they fit without conflict into the CBAM’s framework as a

research population. Other limitations related to research design can be eliminated by applying a

comparison study. The study compared each stage within one profile, and also compared two

profiles from two different settings. The researcher believes that comparing each stage within

two profiles, unlike the first- and second-highest stage score interpretation, allows a closer look

at each specific stage without ignoring any one stage.

1.6 Conclusion

This chapter has discussed an overview of the study designed to identify school

librarians’ stages of concern in Florida and South Korea. In addition, the relationship between

personal characteristics and stages of concern is studied. Comparative research applying a survey

method examines societies or nations over time in comparison with each other (Schutt, 2009).

Cross-national surveys, which are conducted across multiple places, are becoming more popular

as the need for global data increases (Babbie, 2010). The study findings for each setting not only

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determined the stages of concern in the context of school librarians’ practices and experiences,

but also compared the stages of concern depending upon those librarians’ demographic and

technological backgrounds. The study provided an opportunity for school librarians to share their

concerns, and it will help to inform librarians about digital textbooks in both Florida and South

Korea.

This chapter includes problem and purpose statements, research questions, a significance

of the study and an overview of the CBAM theory and research design. Chapter Two presents a

literature review related to school librarians’ leadership roles in technology integration, digital

textbooks, and CBAM.

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CHAPTER 2

LITERATURE REVIEW

Chapter 1 describes the current status of digital textbook initiatives and the importance of

school librarians in the adoption and implementation of those initiatives. Research questions in

the study center on the relationship between school librarians’ concerns and the innovative

education technology of digital textbooks in Florida and South Korea in order to promote

librarians’ leadership roles in technology integration.

This chapter reviews literature related to school librarians’ leadership roles, examines

educational innovations regarding digital textbooks and details the conceptual framework of the

study. First, changes in school librarians’ leadership roles in technology integration is described.

Second, a note about the definition and characteristics of digital textbooks is followed by a

description of digital textbook initiatives. Lastly, the chapter gives the particulars of the

theoretical framework, CBAM and SoCQ.

2.1 School Librarians’ Leadership Roles in Technology Integration

Libraries have traditionally “housed the ‘universe of knowledge’ contained in books”

(Callahan, 1991) and librarians have provided users with tools to access this knowledge.

However, quickly evolving information technology has changed the ways in which information

is stored, presented, retrieved, and managed. In light of this change, librarians must meet

information needs by bridging the gap between new technological innovations and library users

(Callahan, 1991). Thus, librarians must understand and adapt to these innovations (Dority, 2006;

Martin, 2011). They must also unearth a body of knowledge within emerging information

resources and create added value for the information.

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2.1.1 Studies Defining School Librarians’ Leadership Roles in Technology Integration

Previous studies have focused on identifying a range of definitions and prototypes for

school librarians’ leadership roles. Studies examine school librarians’ various roles and some

studies confirm that the leadership qualities of school librarians are complex and

multidimensional, rather than fragmentary (Everhart, 2011; Smith, 2013).

As a representative study, Everhart, Mardis, & Johnston (2012) conducted a national

survey with 295 National Board Certified school librarians in order to demonstrate those

librarians’ roles in integrating technology. Everhart et al. conclude that most school librarians

have a strong commitment to technology leadership by offering invaluable expertise to their

respective schools, including to faculty and students. Librarians were found to be involved in

disseminating information about technology use in the school and about advances in technology

to the community, as well as in advocating for the use of technology in schools.

Smith (2013) scrutinizes the perceptions of educators including school librarians,

administrators and lead teachers about the role of the school librarians at the elementary level.

Based on the literature review, the author analyzes three factors that lead to changes in the new

definition of the role of school librarians: technological advancements, accountability movement

and new demands for leadership. With the focus group discussion, Smith affirms that the

expectation for school librarians to be leaders in collaboration, instruction, leadership, student

learning, research, and advocacy is evident. The study finds that seven of the eleven items related

to leadership are loaded on the first factor, the Contemporary role, and the nearly one-third of

school librarians’ behaviors given in the Contemporary role are representative of leadership

roles.

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Powell (2013) determines that there are no differences in saliency ratings on items related

to collaboration, leadership, and technology between Alternately Certified School Library Media

Specialists (AC SLMS) and Traditionally Certified School Library Media Specialists (TC

SLMS) by employing a survey, interviews, and analysis of reflective blogs. When Powell uses a

5-point criticality survey scale (1=unimportant to 5=crucial), the mean rates for the job task

analysis theme leadership (AC=2.91, TC=2.98) and technology (AC=3.09, TC=3.15) are close to

‘moderately important’ (=3). In terms of leadership theme, school librarians spent more time for

all 10 items, except two items related to facilitating an advisory committee and parent

organizations. Among the 10 items, school librarians spent the most time in informing other

faculty of new media center services, materials, and technology. In terms of the technology

theme, seven items out of 10 indicated that school librarians spent more time on this. It was

found that school librarians spent the most time in providing formal instruction in information

skills to students in classroom or small group settings. Through the comparison of studies in

1996, 2006, and 2012, the author establishes that school librarians have increased engagement in

technology.

In their attempts to define school librarians’ leadership roles and the factors impacting

those roles, the studies are more focused on describing particular phenomena and enumerating

factors (Johnston, 2011). However, these recent studies, in common, offer an important starting

point for this study demonstrating the growing importance of school librarians’ leadership roles

and the emergence of technology integration.

2.1.2 Studies Identifying the Factors Affecting Leadership Roles in Technology Integration

There have been attempts to identify the factors affecting the adoption of technology

innovations by school librarians. Forrest (1993) conducted an ethnographic case study applying

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observations, interviews, document analyses and member checks. The author reveals that the

school librarians’ personal attitudes about information technologies—as well as their overall

profession—influenced the creation of an effective school library program and technology

environment. Also, the school librarians’ educational and professional activities are important in

facilitating innovation diffusion. In terms of supporting diffusion, the teachers’ and

administrators’ perceptions as co-workers and their supportive stance affected the roles of the

school librarians. Interestingly, school librarians could influence other faculty members’ attitudes

and behaviors toward technology innovation, and vice versa. Lastly, the author finds that

innovation diffusion in school libraries differs depending on teachers’ attitudes, individualized

training, and variable characteristics of the innovations.

Hughes-Hassell and Hanson-Baldauf (2008) report competencies and barriers related to

information and communication technologies. The authors find that 420 school librarians in

North Carolina had the highest level of competence with respect to e-mail, presentation tools,

and digital cameras, while they were unfamiliar with (level 0) or possess the lowest level of

competency with (level 1) such emergent technologies as social networking and file-sharing

tools, as well as virtual modeling tools and computer simulation. The barriers to technology

integration identified includes the lack of time, resources, and knowledge about how to use

technology personally and instructionally, as well as the lack of administrative support.

Johnston (2011) also determines the factors that enable school librarians to demonstrate,

and prevent them from demonstrating, their leadership in technology integration. The following

factors contribute to school librarians’ abilities to integrate technology: a supportive principal

(9.67%), opportunities for leadership roles and responsibilities (9.53%), the desire to make a

difference in students and teachers (9.53%), professional development opportunities (8.29%) and

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a sense of obligation (6.63%). Conversely, the following factors act as barriers: time (25.68%),

exclusion from leadership roles and responsibilities (10.93%), lack of funding (9.02%),

inadequate staffing (6.83%), a competitive instructional technologist (5.74%), a climate of

competition with district technology departments (5.74%) and technology resources (5.74%).

Martin (2011) also points out the enabling factors for practicing leadership roles:

supportive administrators, collaboration and planning opportunities, assuming leadership,

professional development opportunities and activities, and supportive faculty (p.87). The limiting

factors found in this study are lack of time, lack of clerical support and other assigned duties,

lack of administrative support, lack of support and interest by teachers, and lack of adequate

funding (p.88).

2.1.3 Gaps between Research and Practice

While some researchers have found that school librarians express concern about their

leadership roles in technology integration, other researchers have found that, in practice, school

librarians are not as involved with technologies as they are supposed to be. Hughes-Hassell and

Hanson-Baldauf (2008) find that, despite school librarians’ low perceptions of emergent

technologies, 34.84% of the responders felt “well prepared” and 57.52% of them reported feeling

“somewhat prepared” to integrate technology into their instruction. Dotson and Jones (2011)

identify that, although a wide variety of leadership activities were reported, school librarians

remained notably traditional in their approach. The librarians studied seemed to contribute little

to the planning of activities and events in the schools. It has also been observed that school

librarians have become members of media and technology committees, yet less than 30% of

participants actually worked for those committees. Martin (2011) also finds that school librarians

ignore the survey statement about collaborating with the technology staff, finding that the

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librarians ranked this collaboration as 7th in importance and 6th in practice among 15 statements

related to instructional leadership. By comparing studies conducted in 1996, 2006, and 2012,

Powell (2013a) concludes that school librarians are less aware of tasks that are not included in

their job descriptions for collaboration and technology.

While there are more studies emphasizing the importance of school librarians’ emerging

leadership roles in technology integration, in practice, school librarians are not aligned with

studies yet. Moreover, the studies have not provided a procedural guide for improving school

librarians’ leadership abilities or for providing the tools necessary to effectively evaluate their

leadership. This lack may provoke controversy about how to increase or demonstrate the

leadership, or what the best practices truly are. A study is required to demonstrate what the

stages of school librarians’ leadership are, and to illustrate the interventions to help them develop

their roles in technology integration.

2.2 School Librarians and a New Innovative Technology - Digital Textbooks

Since school libraries are usually the first place to introduce new educational

technologies, it is vital for school librarians to understand the significance of each technology. In

addition, school librarians are expected to have a positive attitude and perspective regarding the

effectiveness and merits of new technologies. In particular, a recent information innovation, the

e-book, already plays an important role in librarianship. While the transition from print books to

digital books has not been as rapid as anticipated, the paradigm is most certainly shifting,

creating opportunities for librarians to take on additional leadership roles (J. H.-Y. Kim & Jung,

2010; Mardis & Everhart, 2011). Within this changing environment, research offering cause

analyses and strategies for school librarians to refine their leadership roles would be of great

value.

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2.2.1 Emerging Roles of School Librarians in Digital Textbook Implementation

The increasing number of studies and guidelines for school librarians emphasizes the

emerging role of leadership in all areas of schools. Especially in our fast-paced technological

society, school librarians’ leadership in terms of technology integration has received particular

attention. School librarians are requested to help students “develop information skills that will

enable them to use technology as an important tool for learning, both now and in the future”

(American Association of School Librarians, 2009, p. 13). Library media programs should make

available “the expansion and enhancement of new formats and resources” (National Board for

Professional Teaching Standards, 2012, p. 17).

Although job descriptions of school librarians regarding digital textbooks have not yet

been updated, the literature agrees that digital textbooks present another opportunity for school

librarians to consolidate their positions as the vital leaders in teaching and learning (Mardis et al.,

2010).

Digital textbooks represent another opportunity for school librarians to enhance their vital

leadership in teaching and learning. Librarians, of course, are experts at identifying,

collecting, and organizing the best content, free or for a fee…. In an age when many

school librarians are not sure about the continued relevance of their promotion of reading

and love of books, ebooks and digital textbooks may represent a fresh way to continue

advocacy for the importance of reading as well as for the school librarian's crucial

leadership role in technology integration (p. 14).

As digital textbooks are introduced, school librarians will continue their primary tasks

while their job assignments evolve to incorporate a new set of tasks. The traditional

responsibilities of selecting materials and finding resources corresponding to curriculum needs

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and students’ reading interests and levels will continue (Fredrick, 2011). As Mardis and Everhart

(2011) demonstrate, the roles school librarians play in transitioning to digital textbooks will be

expanded to include testing e-reader functions, registering them, developing collections and

conducting pilot studies. An extension of the current job for physical textbook circulation, school

librarians’ duties surrounding digital textbooks will create new job responsibilities, including

developing circulation strategies and action plans, creating new ways to collaborate with teachers

and considering technology issues. In other words, school librarians use their expert knowledge

and experience at “identifying, collecting, and organizing the best content” (Mardis et al., 2010,

p. 14) to build and implement open-content learning resources. The additional point from Kang

and Everhart (2014a) is that because most school librarians are responsible for print textbooks in

schools, they are more likely to continue this job with digital textbooks.

2.2.2 Unique Characteristics of Digital Textbooks in Relation to School Librarians

Compared to traditional textbooks, digital textbooks have unique characteristics and for

this reason, digital textbooks have various definitions. Mardis et al. (2010) emphasize various

formats of digital textbooks that include “electronic textbooks (digital textbooks) specially

created for a reader, read-on-demand computer-based textbooks, print-on-demand digital

textbooks, and modular assemblages of audio, visual, interactive, and text resources” (p. 3).

Chesser (2011) includes in the definition of digital textbooks replicas of traditional print

textbooks, wiki version open textbooks and nontraditional content such as games, animations,

online labs and online assessments. S. J. Kim, Park, Seo & Lee (2011) define a digital textbook

as “a medium that converges analogue with digital in the teaching and learning field in schools,

and possesses the advantages of both online and offline media” (p. 432). The authors highlight

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the connectivity between analogue and digital and discern differences between two formats, as

shown in Table 1.

Table 1. Paper Textbook vs. Digital Textbook

Paper textbook Digital textbook

Type of material

Print-based learning materials

consisting mainly of texts and

images

Multimedia study materials

including sound, video,

animation, virtual reality, etc.

Data collecting

Considerable time and expense

required to find materials out

of textbooks

Hyperlinked with various

educational materials

Media for education Print media ICT devices (tablet PC/desktop

PC)

Direction of

information

One-way learning mainly for

knowledge transmission

Multi-directional study among

teachers, students and

computers

Effects of lesson

Difficult to teach according to

the abilities of the individual

students

Enables student-oriented class

activities and self-regulatory

study

(*Source: S. J. Kim, Park, Seo & Lee, 2011, p. 432)

According to Table 1, since digital textbooks provide abundant information from the

internet, and that information includes not only textbooks, references, workbooks and self-

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teaching guides, but also rich multimedia content including games, animations, video-audio

clips, internet-based virtual laboratories and virtual reality (J. H.-Y. Kim & Jung, 2010; Mardis

et al., 2010), school librarians should develop more and various digital collections, and make

sure that the library collection is up to date (American Association of School Librarians, 2009).

In fact, previous research has found that school librarians are in charge of identifying and

implementing digital content and purchasing or downloading books (Mardis & Everhart, 2011;

Wolf, Jones, & Gilbert, 2014). Another feature of digital textbooks is working in a device. Since

textbooks are non-exclusive, all students need devices. In order to build the learning environment

(American Association of School Librarians, 2009), school librarians take care of creating a

policy regarding devices such as a "Bring Your Own Device” (BYOD) or “Bring Your Own

Technology” (BYOT) program, purchasing and registering devices and maintaining e-readers

(Mardis & Everhart, 2011; Wolf et al., 2014).

Pedagogically, digital textbooks enable differentiation within instruction. Since digital

textbooks can differ depending on each student’s level, teachers can offer personalized and

customized teaching, and this differentiated strategy allows teachers to set student-centered

immersive activities and assignments (J. H.-Y. Kim & Jung, 2010). Digital textbooks also enable

educators to do more collaborative work and promote social interaction with other educators

(McKiernan, 2011). Therefore, school librarians need to recognize the new way to promote

students’ creativity, to collaborate with other educators and support them in use of digital

textbooks (Mardis & Everhart, 2011).

2.2.3 Digital Textbook Initiatives: World-wide, Florida and South Korea

The US federal government is pouring much effort into digital textbook initiatives. In

2012, the federal government declared a plan to bring digital textbooks to every student by 2017.

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Trying to initiate this plan and accelerate this transition, the Federal Communications

Commission (FCC) and the United States Department of Education (USDOE) have developed

the Digital Textbook Collaborative and released the “Digital Textbook Playbook,” a blueprint for

steering educators towards digital learning implementation (Tomassini, 2012).

However, textbook adoption is primarily considered a statewide convention (Mardis et

al., 2010); in fact, many states are embarking on adoption initiatives. According to Fletcher et al.

(2012), seven states, including Alabama, Florida, Idaho, Nebraska, North Carolina, Texas and

Virginia have launched digital initiatives, and five states, including California, Maine, New

York, Utah and Washington, have launched Open Educational Resources (OER) initiatives.

Moreover, 12 states, including Illinois and Ohio, have definitive textbook innovation policies

that come with funding. As a pioneer, California started its three-phase initiative for free digital

textbooks in 2009, and the California Learning Resources Network (CLRN) now coordinates

expert educators and content specialists who conduct reviews (Hill, 2010). As described above,

Florida is heeding this crucial initiative. In June 2011, Florida’s governor signed a bill mandating

all Florida’s public schools use entirely digital textbooks and assessments by 2015. Within two

years, the U.S. will invest about two billion dollars in digital textbooks (Kwang, 2011).

By no means is the U.S. the only nation rolling out digital textbook initiatives. According

to the European Commission’s report, Hong Kong, Japan, Singapore and South Korea, as well as

several European countries, have embarked on digital textbook projects (Kampylis et al., 2013).

In particular, As a part of a school reform, the Education Ministry of South Korea announced a

digital textbook initiative on March 8, 2007 (J. H.-Y. Kim & Jung, 2010). In order to solve

private education problems and strengthen the competitiveness of schools, the plan to develop

digital textbook systems include six phases occurring between 2007 and 2011. The

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implementation is expected to create a learner-centered environment, extend an overseas market,

and reduce the learning and digital gap in hopes of raising achievement among a neglected class

of students. Since then, the Korean government has been developing digital textbooks that

combine various ubiquitous technologies (B. G. Lee, Kim, Park, Kim, & Jeong, 2012). The

South Korean Ministry of Education, Science and Technology (MEST) is conducting pilot

studies (J. H.-Y. Kim & Jung, 2010). Hundreds of elementary and middle schools around the

country during 2014 were using digital textbooks, and full enforcement is to be determined in the

first half of 2015.

2.3 CBAM

The Concern-Based Adoption Model (CBAM) provides a theoretical framework because

the theory can identify the developmental process that individual school librarian experience as

they implement digital textbooks.

Ongoing efforts to educate people more efficiently have brought about various changes in

education. Teachers, administrative staff, principals, and policy/law makers, as well as parents

and even sometimes students themselves, have been leaders and agents in various educational

reforms. Persistent changes in education professionals’ thoughts and actions were induced not

only by changes in the educational environment such as the enactment of new regulations and

guidelines, theoretical developments, educational paradigm shifts, and the advent of

technologies, but also by various educational initiatives such as changes in site-based

management and professional development, high-stakes testing, adoption of new curricula and

materials, and evolution of teacher evaluative methods (Donald & Sharon, 1992; George, Hall, &

Stiegelbauer, 2013). Much of the research on the adoption of innovation has emphasized

individual educators’ adoption patterns, which are decisive factors in new technology

25

implementation. An individual can have an impact on an entire organization’s ability to adopt

innovations, as well as the outcome of those adoptions (Jantz, 2012; Straub, 2009).

Although decisions about educational innovation integrations are frequently dependent

on higher levels of authority rather than on each school or teacher, the actual implementation of

innovation is applied on a personal level (Hall & Hord, 1987; Hord et al., 2006; Straub, 2009).

Therefore, when one attempts to understand the adoption of innovation, it is necessary to ask

certain questions: Why does an individual adopt a specific innovation rather than some other

alternative? How does an individual feel about the innovation? What are the roles of social

contexts in this decision? (Straub, 2009).

2.3.1 Rationale for Applying the CBAM

The researcher chose the CBAM not only “to diagnose individual staff concerns,” but

also “to decide which interventions might be helpful in facilitating staff effectiveness” (Hord &

Thurber, 1982, p. 20). As the CBAM offers leaders “a unique approach to the facilitation of

instructional improvement and to the support of faculty involved in school improvement efforts”

(p. 3), the researcher has taken advantage of this approach to determine the developmental

process that school librarians experience as leaders as they integrate a new innovation, digital

textbooks, and to recommend various events and methods to make them even more effective

leaders.

It is worth noting that, in this context, the CBAM regards leadership as “a prescriptive

activity which includes the use of reliable data for making informed decisions about actions to be

taken. The model contains procedures for collecting such data” (p. 20). Therefore, the theory

assumes that it is possible for educational leaders to take action with the information provided by

the CBAM, thereby strengthening their leadership (p. 20). The researcher used this assumption in

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applying the SoCQ as a diagnostic tool and the Intervention Taxonomy, which is a framework to

describe “the actions and events that teachers’ use of an innovation” (Hall & Hord, 1987, p.15)

as a tool “in choosing interventions to increase effective leadership” (Hord & Thurber, 1982, p.

5) in the discussion section.

The term “concern” does not mean simply someone’s psychological state or cognition.

The concept of concern has a broader meaning, and the operational definition of concern in the

CBAM is the composite representation of humans’ feelings and knowledge about a specific

event or issue. Furthermore, it includes an individual’s human experience - including attitudes,

concerns and beliefs (Buckner, 2013) referring to “questioning, analyzing, and re-analyzing,

considering alternative actions and reactions, and anticipating consequences” (Hall & Hord,

2011, p. 72). It is clear that the CBAM is not only a simple tool to describe the process of

individuals who experience an innovation, but also a comprehensive tool to determine “how to

plan for and manage change more efficiently and effectively” (Hord et al., 2006, p. 74).

2.3.2 Core Concepts

The principal measure of CBAM is concern, and this term contains broad significance

reflecting a complex environment. “Concern” is defined as:

The composite representation of the feelings, preoccupation, thought, and consideration

given to a particular issue or task is called concern. Depending on our personal make-up,

knowledge, and experience, each person perceives and mentally contends with a given

issue differently; thus there are different kinds of concerns. The issue may be interpreted

as an outside threat to one’s well-being, or it may be seen as rewarding. There may be an

overwhelming feeling of confusion and lack of information about what “it” is. There may

be ruminations about the effects. The demand to consider the issue may be self-imposed

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in the form of a goal or objective that we wish to reach, or the pressure that results in

increased attention to the issue may be external. In response to the demand, our minds

explore ways, means, potential barriers, possible actions, risks, and rewards in relation to

the demand. All in all, the mental activity composed of questioning, analyzing, and

anticipating consequences is concern (Hall, George, & Rutherford, 1977, p. 5).

Overall, a concern is a psychological action based on personal make-up, prior knowledge,

and prior experience when facing new experiences or environments and evaluating the need for

improvement or change (Hall & Hord, 1987). This definition encompasses all stages of concern,

examined below. Concern carries with it no negative or positive connotations, and CBAM

considers a concern to be a dynamic phenomenon. When an individual has more intense concern,

this person is considered more likely to have “greatly increased mental activity, thought, worry,

analysis, and anticipation” (Hall et al., 1977, p. 5). Regardless of an educator’s classification

(classroom teacher, librarian, principal, or administrator), each educator has a different stages of

concerns (SoC); therefore, each SoC has a different level of intensity.

However, it is true that the concept of concern is sometimes misunderstood by both

researchers and participants. The study from Newhouse (2001) serves as an example. While

determining teachers’ concerns about the implementation of portable computers in schools,

Newhouse employed SoCQ. The author found that 53% of teachers’ concerns fell in Stage 0,

Unconcerned. When the author analyzed this data, he mentioned that “some of these teachers

may have interpreted the term ‘concern’ to mean ‘worried’ and, therefore, rather than lacking

awareness or interest they may have been indicating confidence and lack of worry” (p. 10-11).

These findings show that it is critical for researchers and participants to understand the real

meaning of concern, and it is important to discuss the accurate definition of concern.

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In terms of understanding what an innovation is innovation originates from concerns

according to the CBAM. Rogers (1983), author of the famous book Diffusion of Innovations,

extends the definition of innovation in his research to adoption of that innovation. Therefore,

Hall et al. (1977, p. 5) define an innovation as “the general name given to the issue, object,

problem, or challenge, the thing that is the focus of the concerns”. On the other hand, Rogers

(1983, p. 11) defines an innovation as an “idea, practice or object that is perceived as new by an

individual or other unit of adoption.” In other words, an innovation is novel and includes both

new abstract ideas and concrete technologies. This study focuses in particular on the new

innovation of digital textbooks to identify school librarians’ mental statuses with regard to this

technology.

The study focuses specifically on a new piece of technology, a digital textbook, to

identify school librarians’ mental statuses with regard to this technology. The research topic,

however, is not limited to the digital textbook itself, but rather focuses on various matters related

to digital textbooks, such as culture, policy, education system, role of educators, etc. Therefore,

the concept of innovation should extend its scope, so that research to fully explore an innovation

can fit the concept of innovation.

2.3.3 Assumptions / Perspective

The CBAM developed hyper-sophisticated assumptions (Hord et al., 2006, pp. 5-7).

i. Change is a process, not an event.

ii. Change is accomplished by individuals.

iii. Change is a highly personal experience.

iv. Change involves developmental growth.

v. Change is best understood in operational terms.

29

vi. The focus of facilitation should be on individuals, innovations, and the context.

Change is a process for and by participants, and anyone can participate. The authors

emphasize the importance of an individual’s decision about whether or not to adopt or reject the

innovation. The success or failure of an implementation is predicated upon participants’ thoughts

about interventions “made at appropriate times, places, or in ways perceived by the clients as

relevant” (Hall & Hord, 1987, p. 8). Also, this perspective stresses the significance of time. The

CBAM hypothesis is that educational innovation adoption takes time, and that there are several

phases to go through to implement new plans.

These assumptions have been verified by studying school changes, and they have become

the basis of the current version of the CBAM. The latest assumptions put more emphasis on the

importance of each individual’s role in an adoption, while continually stressing the significance

of progress and stages of implementation. Hord et al. note that only changes in people’s

behavior, not changes in materials or equipment, bring actual change. The new element here is

that the CBAM focuses on front-line educators and the contexts in which they practice. The

CBAM considers that only individual users can enable change through their appropriate actions.

2.3.4 Change Facilitator and Three Diagnostic Dimensions

One of the distinctive concepts of CBAM is the Change Facilitator (CF). In CBAM, CF

is the smallest unit to embrace an innovation. Change facilitators can be “principals, teachers,

district personnel, intermediate and higher education personnel, and others who, for brief or

extended periods, assist various individuals and groups in developing the competence and

confidence needed to use a particular innovation” (Hall & Hord, 1987, p. 11). The CF acts an

assistant for others to become skilled in using a new innovation. The term CF was developed as a

counter to the traditional term, change agent, which was suggestive of a top-down, one-way and

30

coercive approach. In order for change facilitators to work effectively, they need to identify

teachers’ requirements. Also, facilitators can ensure that resource systems are used properly.

To maximize the change in facilitators’ roles, administrators should understand the

individuals or groups that embrace the innovation. Therefore, for this diagnosis, CBAM designs

three diagnostic dimensions: 1) Stages of Concern (SoC), which is the main idea employed in

this study; 2) Level of Use (LoU); and 3) Innovation Configurations (IC) (Anderson, 1997;

Dorksen & Tharp, 1997). The SoC measures the intensity of individuals’ feelings and

perceptions regarding an innovation. LoU demonstrates how well the staff members are using an

innovation. IC maps provide a big picture of the operational components.

In this research, the detail of the stages of concern (SoC) is provided. The SoC

encompasses seven categories defined in Table 2. In each stage, an individual experiences a

particular concern (George et al., 2013). Although these seven stages have distinctive

characteristics, they are not exclusive of one another. The model assumes that when individuals

encounter a new innovation, they are interested in all stages, but score more highly in a particular

stage. As time goes by and an individual’s concern in a certain stage subsides, then other

concerns will emerge.

In Stage 0, Unconcerned (formerly called awareness), individuals are not concerned

about the innovation or involvement (George et al., 2013). Stage 1, Informational, indicates

individuals are generally aware of the innovation and begin to cultivate an interest. Those

individuals, however, focus on more impersonal, substantive aspects of the innovation than on

personal concerns. In Stage 2, Personal, individuals begin to have concerns related to personal

matters. They are inquisitive about expected demands, their roles in meeting these demands, the

renewal structure of their organization, and any potential conflicts with other personnel’s

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Table 2. Stages of Concern and Expressions

Dimension Stage Concern & Expressions of Concern

Self

0 Unconcerned “Little concern or involvement with the initiation”

-“I do not have any concerns about digital textbooks.”

1 Informational

“Gains more information about the innovation”

-“I would like to know about digital textbooks.” Or “I

need more information regarding it.”

2 Personal

“Uncertainty about the personal requirement toward the

new program”

-“How would the use of digital textbooks impact me?”

Task 3 Management

“Managing skills such as scheduling and integrating”

-“I have spent the majority of time preparing the

material.”

“How would I spend my time if we use digital textbooks?”

Impact

4 Consequence

“Tests innovation on students”

-“How would my use of digital textbooks affect my

students?”

“I would like to reflect on students’ feedback to the digital

text.”

5 Collaboration

“Shares interests with others in the new program”

-“I am concerned about relating the use of digital

textbooks to teachers.”

6 Refocusing

“Focuses on pursuing more benefits of the innovation or

exploring an alternative program”

-“I have some ideas to improve digital textbook use.”

(Note. Definitions are adapted from George, Hall & Stiegelbauer (2013, p. 8) and statement are

created by the researcher.)

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commitments. In Stage 3, Management, individuals consider how to implement the innovation

efficiently, and how to make the best use of information and resources. Issues around managing,

organizing, and scheduling may occur. In Stage 4, Consequence, individuals have intensive

concerns about the impact on students, including the relevance of the innovation, evaluating

students, and changes to improve students’ outcomes. In the collaboration stage, Stage 5,

Collaboration, individuals focus on how to collaborate or cooperate with others to apply the

innovation. In the last stage, Stage 6, Refocusing, individuals focus on how to improve the

innovation’s applications, how to maximize the benefits of the innovation or how to revise

current usage to a more cogent alternative.

The seven stages of concern consist of three different types of concerns: Self, Task, and

Impact. Self concerns are low level concerns which “evolve around general characteristics,

effects, requirement of use and financial or status implications of the innovation” (Samiei, 2008,

p. 26). Task concerns are associated with the process and task-related matters. Impact concerns

reflect a more advanced level of involvement than the other types of concern. These dimensions

are also provided in Table 2.

At the initial phase of an innovation’s use, educators typically have intensive Self-

concerns (Stage 1, Informational; Stage 2, Personal). They would like to know more about the

innovation and discover any changes that the innovation might bring. Educators are also curious

about when the innovation will be implemented, who will be charge of the change, and how the

new model is expected to work. Even though educators may not state it openly, they may still

have intense personal concerns in the pioneering phases. Teachers may also worry about their

abilities, responsibilities, the possibility of mistakes, and changes to their work routines.

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Task-concerns (Stage 3, Management) are likely to be most intense in the latter part of

innovation preparation (Hord et al., 2006). In the early stages of use, educators will consider

management concerns such as meeting various student needs and differing learning styles,

maximizing the effectiveness of learning materials, planning for additional prep-time prior to

instruction, and arranging classroom procedures and materials.

When the innovation catches on across schools, all educators may develop intense

Impact-concerns (Stage 4, Consequence; Stage 5, Collaboration; Stage 6, Refocusing). Only a

few educators will reach the impact level. Such concerns may include the outcome of activities

related to the innovation, how they will work together with others, or how they may find better

ways to apply the innovation.

The Levels of Use (LoU) is the second dimension. As mentioned earlier, the primary

responsibility of the facilitators of the change is to guide individuals to the successful

implementation of the innovation. To do this, they need to know how well individuals are using

the innovation. LoU describes “the behaviors of the users of an innovation through various

stages—from spending most effort in orienting, to managing, and finally to integrating use of the

innovation” (Hord et al., 2006, p. 54). LoU attempts to categorize individuals operationally in

terms of what they are doing, rather than identifying the causality or attitudinal, motivational or

other affective aspects of the user (p.54).

The Innovation Configuration (IC) is the third diagnostic dimension of CBAM. The IC

determines characteristics of the innovation, and it works as a frame of reference when the

innovation is implemented. The IC is developed to gather and summarize data “identifying the

basic components of an innovation and, within each component, identifying the variations that

34

describe how individual teachers might use the components in their classrooms” (Hall & Hord,

1987, p. 116).

The IC can be a meaningful tool for various reasons (LaTurner, Lewis, & Litke, 2013, p.

28). For research, an IC map standardizes what participants in a control group should do to

guarantee consistency. To disseminate an innovation, an IC map can demonstrate what a new

practice looks like, and what it does not look like. It also provides data to identify characteristics

regarding an innovation which could be needed for future development. Moreover, it is a useful

tool to illustrate the scope of the innovation that has been implemented.

2.3.5 Intervention Taxonomy

Although the three diagnostic dimensions of the CBAM provide a deep understanding

about educators’ concerns and their use of a particular innovation, they do not offer action plans

to change facilitators on the basis of the assessment. In order to address such shortcomings,

CBAM researchers developed the concept of interventions. An intervention is “an action or event

or a set of actions or events that influences use of the innovation” (Hall & Hord, 1986, p. 143).

Six levels of intervention have been determined: policy, game plan, strategy, tactics, incident,

and theme (Hall, Zigarmi and Hord, 1979, p. 23). (1) In implementing an innovation, policy

dictates the procedures and actions of the organization overall; (2) the game plan is the actual

action plan used to implement the innovation, and includes six components; (3) the strategy is a

framework for action that demonstrates how to actualize the design of the game plan; (4) tactics

are the methods used to operationalize the strategies. They are used for a relatively short period

of time and are likely to be applied to a particular innovator rather than to all of the educators;

(5) an incident is a single action or event implemented for a very short time period, and (6) a

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theme is the only unsponsored intervention and refers to “the set of actions and their cumulative

effect on the change effort” (p.21).

For people who are responsible for the innovation in schools, the CBAM suggests some

possible interventions for each stage (Hord & Loucks, 1980; Hord et al., 2006). For example, the

model proposes the following interventions to educators who have high Stage 2, Personal

concerns, “establish rapport, encourage and assure the teacher s/he can do it” (Hord & Loucks,

1980, p. 29). When the researcher developed a discussion section of the study in section 5.5, the

researcher took advantage of these interventions according to the results from the surveys.

2.3.6 Application of CBAM in Leadership Studies

Since the 1980s, the CBAM has been applied to evaluate educational innovations.

Several researchers have applied the SoCQ to enhance educators’ leadership roles in

implementing new innovations. For example, Hord and Thurber (1982) trained principals how to

use the SoCQ to enhance their leadership skills when integrating a new curriculum. According to

the authors, principals in Florida identified school teachers’ concerns and applied interventions

to address them. Most principals reported that the given interventions solicited teachers’

concerns, and this study confirms that principals’ engagement with the leadership tools helped

the teachers address each of the stages of their concerns.

Wells (1999) studied the concerns of nine school leadership personnel with regard to

implementing the Texas Essential Knowledge and Skills (TEKS) curricular requirements. He

conducted surveys and semi-structured interviews with principals, superintendents and

technology coordinators within the Salk Fork Educational Technology Consortium. Applying the

CBAM theory, Wells finds that the participants are primarily at the TASK level, indicating that

they are likely to have more advanced concerns. He also discovered seven thematic concerns

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about attitudes, power, student learning, distance learning, staff training, infrastructure, and

finances. This study is an example of how to apply the SoCQ to a school leadership cadre, but

the author does not introduce any interventions in order to increase their leadership.

Hoyt (2000) analyzed the comments from the transcripts of the recorded focus group

sessions to identify the three sources of data: what are the training needs of educators; who are

responsible for implementing inclusive education; where their concerns are located based on the

CBAM model; and how transformational leadership works. In order for educational

administrators to provide the tools to inform themselves about educators’ concerns, the author

applied the CBAM model. As a result of the study, the author determines that educators have

high intensity in Stages 0, 1 and 2, and suggests some useful interventions to enhance school-

based administrators’ leadership. For example, the author urges that administrators should

present general descriptive information about the new program and how this impacts educators.

Buckner’s (2013) research has the most similar design with this present study. The author

explored elementary principals’ perception about the implementation of Response to Intervention

(RtI) in North Carolina. The author finds that while Unconcerned (Stage 0) is the most frequent

peak concern area, Consequence (Stage 4) is the lowest area of concern. The descriptive and

statistical results from the study are suggested as implications for leadership practices.

2.4 Conclusion

In this chapter, a review of the literature related to school librarians’ leadership roles in

technology integration and the emergence of digital textbooks and the CBAM theory is

presented. Previous studies demonstrate that school librarians should play a critical role in

technology integration and studies show which factors can promote this role. Despite the studies’

emphases on the importance of school librarians’ roles, other studies report a discrepancy

37

between research and practice. School librarians still need more effort to be leaders, and they

should have more knowledge to prepare for new innovations. However, there is a dearth of

research evaluating school librarians’ current stages of concern and providing a practical

procedural guide for them. A formal study of their concerns when this new innovation is being

imposed could provide research data that will contribute in providing this leadership guide.

The current study, as an attempt to bridge this gap, identifies the current stages of

concern that school librarians have associated with digital textbooks by applying the SoCQ, one

of the techniques for the CBAM. The data from the surveys is associated with the CBAM, and

can be used to align interventions such as professional development to enhance school librarians’

leadership roles in technology integration.

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CHAPTER 3

METHODOLOGY

3.1 Introduction

The research methodology is determined by considerations about not only the nature of

the research questions, but also the researchers’ experiences and target audiences. Research

methodology, therefore, is a spiral stream that covers research design, sampling, ethics,

coding/measurement, and analysis (Vogt, Gardner, & Haeffele, 2012). Indicating those factors,

this chapter provides a framework for the design and execution of the study of school librarians’

concerns in the implementation of digital textbooks. The content of this chapter covers a

description of the design and research questions; survey design; instruments; data collection

procedures; validity and reliability of that data; benefits, assumptions and limitations; ethical

considerations; and a conclusion of the chapter.

3.2 Research Design

This study postulates that survey is an essential method in the investigation of school

librarians’ concerns, including perceptions, feelings and attitudes regarding digital text-books in

two different geographical settings, Florida and South Korea. The researcher collected archival

data by employing the Stages of Concern Questionnaire (SoCQ) and added to that questionnaire

10 questions regarding demographics which seek to explore relationships between the SoC and

individual’s characteristics. Applying the SoCQ, the researcher employed the two analytic

methods that were recommended by Hord et al. (2006): raw scores and percentile scores.

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3.3 Research Questions

The study is framed by the research questions that were previously delineated in Chapter

One.

• Research Question 1: Based on the Stages of Concern (SoC), what are the school

librarians’ stages of concern regarding the mandated implementation of digital textbooks

in Florida?

1) Based on the SoCQ, what are the school librarians’ highest stage of concern

surrounding implementation of digital textbooks?









• Research Question 2: Based on the SoC, what are the school librarians’ stages of

concern around the implementation of digital textbooks in South Korea?

1) Based on the SoCQ, what are the school librarians’ highest stages of concern

surrounding the implementation of digital textbooks?



40







• Research Question 3: Are there significant statistical differences in the stages of

concern identified for school librarians in Florida and South Korea?

1) What are the differences between the highest and second highest stages of concern for

school librarians in Florida and South Korea?

2) What main factors influence the differences in these two marginal stages?

These three main questions describe in detail the school librarians’ level of concerns. The

first research question elaborates Florida school librarians’ levels of concern regarding digital

textbooks, while the second research question elaborates those of school librarians in South

Korea. The third research question focuses on the differences between the two groups and

analyzes the main factors that influence these variations.

3.4 Survey

A survey is a common research method that studies a relatively small sample to

determine trends involving, attitudes toward, or opinions held by a population about a given

phenomenon (Babbie, 1973; Connaway & Powell, 2010; Creswell, 2009). The literal meaning of

survey is to look carefully or examine some situations thoroughly. In a broad sense, therefore, to

survey is to observe something. In the purposed study, a survey is a method in which the

researcher collects data from individuals, using questionnaires, with the intent of generalizing

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results from a smaller group, sample, to a larger group, population. The original purposes of a

survey were description, explanation and exploration studies, but today survey purposes are

specialized to cross-sectional study, trend study, cohort study, panel study, approximation of a

longitudinal study, parallel samples study, contextual study, sociometric study and critical

incident study (Babbie, 1973; Connaway & Powell, 2010).

3.4.1 Rationale for Employing a Survey

With its lengthy history, survey research has numerous proven advantages. The strongest

element of a survey is that researchers can clarify and understand new concepts, problems, and

phenomena by studying a small number of samples. By following scientific and logical

procedures, researchers can draw inferences about a large group from the results of the sample.

Survey research enables researchers to gather contemporary data more easily, as it collects a

relatively small amount of data, and facilitates studying more personal factors such as opinions,

beliefs, attitudes, values, and experiences, as well as objective facts (Connaway & Powell, 2010).

These characteristics also make survey research cost-effective and reduce geographical issues for

researchers (Schutt, 2009).

Perhaps the greatest strength of survey research is in the way it is conducted.

Standardized surveys and advanced statistical analysis techniques allow researchers to test

observations numerically, avoiding conflicts regarding validity and reliability (Creswell, 2009).

Since a survey is facilitated by following and carefully implementing a researcher’s own logic,

and because survey research has developed step-by-step over time, researchers can test

comprehensive propositions with various variables (Babbie, 1973, p. 46).

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3.4.2 Unit of Analysis

This study combines two kinds of units of analysis: individual school librarian and

groups of school librarians in Florida and South Korea. For the first two research questions, the

researcher collected data from an individual school librarian and analyzed that librarian’s scores.

In fact, studying an individual librarian’s concern is essential to the CBAM theory because it is

designed to measure “the personal side of change” (Hall & Hord, 1987, p. 53). Moreover,

individuals’ adoption patterns of innovation are decisive factors in successful implementation

(Straub, 2009) and the individual can impact the organization’s ability to adopt the innovation

and its outcomes as well (Jantz, 2012). Data for the research questions one and two were

collected from each K-12 school librarian working in Florida and South Korea.

In contrast, the third research question deals with a comparison of two cases and the unit

of analysis for the question is the two groups of school librarians. The researcher manipulated the

two groups’ average levels of concern in four basic areas: Impact, Task, Self and Unconcerned.

The difference between the two groups is that one group is comprised of school librarians in one

state, while another group is comprised of school librarians in one nation. In terms of applying

multilevel unit of analysis, it is worthwhile to refer to Manzon’s (2007) assertion. Manzon

emphasizes the importance of establishing parameters for the initial comparability of units of

analysis, while elaborating the use of geographic entities as a unit of analysis. According to

Manzon, there are seven geographic entities as units of analysis: world regions/continents,

countries, states/provinces, districts, schools, classrooms and individuals. Recently, however,

Manzon argues that the number of studies dealing with multilevel analysis is increasing, and

studying these geographic entities could be considered a balanced and holistic way to understand

educational phenomena (Manzon, 2007, p. 116). The spiral process across the macro, meso and

43

micro levels of units enables researchers to study not only globally and universally but also

individually or situationally. Scheuch (1989) also agrees that the unit of explanation should differ

according to the purpose of research. The author purports that using a country as a unit of

research is practically easy, but it is not always unique. Therefore, when designing a survey, as

Scheuch (1989) argues, researchers should consider intervening and contextual factors and

choose a data collection frame based on those theories. This study targets two population groups

which are distinguished by geography and culture. School librarians in Florida and South Korea

are not the same geographical entities. However, practically, there are many occupational

similarities between those two population groups, and both groups have systematic educational

departments and regulations. By comparing two different units facing similar challenges in

adopting the same innovations, this study attempts to more specifically describe the culture

related to school library systems in Florida and South Korea in terms of their respective stages of

concern.

3.4.3 Population and Sampling

3.4.3.1 Population. The population of this study includes all school librarians who work

for primary and secondary school libraries in the state of Florida and the nation of South Korea.

Often called “school media specialists” or “teacher librarians”, this population engages in a

diverse range of roles as leaders, instructional partners, information specialists, teachers, and

program administrators (American Association of School Librarians, 2009, pp. 17-18).

3.4.3.1.1 School Librarians in Florida. 2,182 school librarians—including “audio-visual

workers”—worked in Florida as of fall 2013 (The Florida Department of Education, 2014).

2,165 full-time school librarians worked in 68 school districts and there were 17 part-time

librarians (K. Ward, personal communication, December 31, 2014). According to Florida state

44

law, school librarians are responsible for library services, making information resources

available, and holding a proper professional certificate (Florida Statutes, 2012). In Title

XLVIII—which deals with education issues including student and parental rights, public

education, educational financial assistance, and funding—Chapter 1012 Section 01 lists

personnel roles, defining school librarians/media specialists as the following:

Staff members responsible for providing school library media services. These employees

are responsible for evaluating, selecting, organizing, and managing media and technology

resources, equipment, and related systems; facilitating access to information resources

beyond the school; working with teachers to make resources available in instructional

programs; assisting teachers and students in media productions; and instructing students

in the location and use of information resources (para.5).

3.4.3.1.2 School librarians in South Korea. The 2013 Korea Library Yearbook (Ministry

of Culture Sports and Tourism & Korean Library Association, 2014) reports 5,087 school library

personnel (including 674 school librarians) who were classroom teachers with library certificates

and 4,413 practical education teachers. Furthermore, the Libraries Act (Ministry of Culture

Sports and Tourism, 2012) describes school librarians’ roles as administrators, educators, and

information service providers. Article 38 of the Libraries Act, however, places more emphasis on

school librarians’ traditional roles. Although the law mentions some roles related to educational

technology, these roles are confined to those that “assist in the teaching and studying activities of

students, [and] teachers” (para. 38) rather than roles specifically as technology leaders. This role

includes the following requirements: Collection, organization, preservation, and provision of

services of materials necessary for school education;

45

The collection, organization, preservation, and provision of services for materials

necessary for school education;

A combined administration and provision for use educational materials kept by a school;

The development, manufacture, and provision for use of audio-visual materials and

multimedia materials;

The construction of an information sharing system utilizing information management

systems and communication networks, as well as the provision for use of such a system;

The education of information utilization through education on library use, reading,

cooperative teaching, etc.; and

Other duties necessary for the execution of functions as a school librarian.

3.4.3.2 Sampling. To select the participants for the survey, the researcher applies

availability sampling, sometimes known as accidental, convenience, grab, or opportunity

sampling, which can increase the likelihood of sampling error. In availability sampling,

participants are recruited because they are available or easy to find (Schutt, 2009, p. 170).

Despite this convenience, the results can differ from those that might be obtained from an entire

population, thus leading to possible systematic bias. Along with that bias, availability sampling

has a limited value in generalizing and making inferences about the population, which may

reduce opportunities for applications to settings with other populations or treatments. Despite

these potential errors, however, availability sampling is often appropriate in social research, and

is widely used in social science research because it is convenient, inexpensive, and easy to

conduct. Availability sampling can thus be particularly useful when researchers examine a new

setting, attempt to ascertain prevailing attitudes, or conduct initial research using a new set of

questions (Schutt, 2009).

46

Availability sampling can increase the likelihood of sampling error (Leeuw, Hox, &

Dillman, 2008; Pickard, 2007; Schutt, 2009). This survey was well-designed, however, and the

screening criteria is given to reduce sampling errors. The researcher endeavored to promote the

research and recruited the greatest possible number of participants to better analyze the results.

Also, this study provides the demographic information of integrated samples and the population

itself to allow readers to compare the two data sets and infer the similarities and differences

between them.

3.4.3.3 Participants. The participants in this study were volunteers among school

librarians who were invited by promotional emails during the 2014 school year. An assumption

from the availability sampling was made that the participants’ demographics were statistically

similar to the target population. The three demographic questions collected during the surveys

were used to evaluate this assumption that each sample group was identical with the population.

The details about the survey process to obtain participants is shown in section 3.4.5.4 and the

section 4.2 covers the details of participants’ characteristics.

3.4.4 Instrument Design: the SoCQ and Demographic Survey

3.4.4.1 The description of the SoCQ. The SoCQ is the primary method to identify

where an individual’s major concern is in the stages alongside one-legged conferencing and

open-ended concerns statements (George et al., 2013; Hall et al., 1977; Hall & Hord, 1987).

While one-legged conferencing consists of brief moments of conversation with teachers to assess

concerns and deliver an intervention, open-ended concerns statements let teachers “describe in

writing their concerns about a particular innovation” (Hall & Hord, 1987, p.66). The other way is

The SoCQ enables researchers to conduct more systematic study and a study with more reliable

data (Hall & Hord, 1987). It consists of 35 items, using a seven point Likert scale, and it is

47

designed for teachers to respond completely in ten to 15 minutes. The SoCQ is widely used

because of its usefulness in helping explain developing patterns for perceived concerns and

attitudes that individuals experience.

The Southwest Educational Development Laboratory (SEDL) in Austin, Texas, holds the

copyright to the Stages of Concern Questionnaire and charges $.50 per questionnaire completed.

The online questionnaire allows up to 15 multiple choice questions using a subgroup question

set-up function. Moreover, it offers an ‘optional custom prompts’ function which enables one to

customize up to 10 open-ended text questions to obtain additional information.

Measurements should be developed to minimize errors by presenting questions clearly

and with effective organization. Since modifying the statements of the questionnaire of the SoCQ

can be a threat to the reliability or validity of the study (George et al., 2013), the researcher does

not revise any items. Moreover, since the SoCQ is not designed to be combined with other

assessment tools, personality assessment in particular, the researcher adds to the SoCQ only

some demographic items and independent variables.

The SoCQ has several advantages. First, it is convenient and simple for a researcher to

manipulate as well as for participants to answer, because its format is systematic and all question

items can be placed on one page (Hollingshead, 2009). In other words, the SoCQ questionnaire

enhances survey scalability and expandability. Its strong reliability and validity have been

confirmed over time. The SoCQ’s test-retest correlation results ranged from 0.65 to 0.86 of

Cronbach’s alpha (Samiei, 2008). Moreover, its internal consistency ranged from 0.64 to 0.83 of

Cronbach’s alpha. The testability of SoCQ is verified and it provides abundant interpreted level:

Peak Stage Score Interpretation, First and Second High Stage Score Interpretation, and Profile

Interpretation (Hall & Hord, 1987; Samiei, 2008).

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3.4.4.2 A comparison study applying the SoCQ. Particularly when researchers conduct

comparative studies, the way questions are asked is critical. Harkness (2008) categorizes three

approaches of comparative survey research: (1) simultaneous, parallel, and sequential

approaches, (2) Ask-Different-Questions (ADQ) and Ask the Same Question (ASQ) models, and

(3) emic and etic approaches. Among these various models, the most frequently adopted in

comparative survey research is the sequential ASQ approach, because of its convenience. In this

approach, a source questionnaire is developed in one context and other versions are translated

later. The same questionnaires translated into other languages are applied to different

populations. This method allows researchers to create an item-for-item comparison; but this

method may also lack cross-cultural input (Harkness, 2008). In order to solve this problem,

researchers added some emic, culture-specific, questions. In his conclusion, the author

emphasizes the importance of translation and several practical tips (Harkness, 2008). In this

study, the researcher applied the sequential ASQ approach with two modified items for each

country as open-ended questions.

Because the Korean version of the SoCQ, which obtained permission from SEDL, did not

exist before, the researcher needed to develop the official Korean SoCQ with assistance of one of

the CBAM founders. In order to ensure that the process of translation does not distort the

meaning of the SoCQ, the researcher applied two approaches. Basically, the researcher followed

TRAPD (Translation, Review, Adjudication, Pre-testing and Documentation) approach, which

requires a draft translation, a review session with translators and reviewers, adjudication for

unresolved is-sues, adaptation of the survey and production of a translation (Harkness, 2008).

For the translation and review processes, the researcher employed a back-translation approach.

First, the researcher translated the latest SoCQ, form 075, into Korean referring to the previous

49

Korean studies. Two other bilingual (Korean-English) doctoral students in the College of

Education at Florida State University, who have never seen the English SoCQ, translated the

Korean items back into English. Then, one of the CBAM founders compared the back-translated

English version with the original version and identified the items with discrepancies in meaning.

The team had a plan if disagreements were found, three researchers would discuss them and find

a common resolution; but, no disagreements were found. To test the Korean SoCQ, the

researcher conducted a pilot survey with two Korean school librarians to confirm that they

believed the Korean SoCQ was measuring the correct concerns.

3.4.4.3 Demographic survey. The second section of the survey instrument includes 10

items: six items for independent variables, two items for demographic information and two open-

ended questions. The researcher developed the questions and scales to measure independent

variables based on the previous studies. The two items for the first independent variable ask

about participants’ teaching experience and pace of adoption. Since the CBAM model assumes

that the stages of concern progress according to individuals’ experience and expertise (Fuller,

1969; Mardis, 2007), this item is essential to be asked. The second item is chosen based on

Rogers’s Diffusion of Innovation theory (DOI) (Rogers, 1983). Rogers categorized individuals

according to the amount of time they take to adopt an innovation, thereby producing the

diffusion curve, commonly called S shape or a normal curve. Innovators are a group of first

individuals that take the risk of accepting the innovation. They are characterized as having the

highest social standing, wealth, and closest contact to scientific sources. Early adopters, the

second fastest group, also have high socioeconomic status and advanced education. Early

adopters are typically on the forefront of holding a certain opinion and help spread an innovation.

The early majority adopt an innovation after some time goes by. The late majority and laggards

50

are the two groups that are the slowest to adopt an innovation. The remaining independent

variables stem from the previous research; the researcher scrutinized 10 studies, which employed

the SoCQ to study teachers’ or school librarians’ concerns regarding technology innovation. As a

result, experience with previous technology (El-Saleh, 2011; Joffrion, 2014; E. Lee, 2012; Yang

& Huang, 2008), in this case e-books and training sessions (Buddy, 2002; Hadjipavli, 2011), are

chosen.

The two other items pertain to participants’ positions and part-time or full-time status.

Two open-ended questions asked to find out this group’s opinions and concerns.

3.4.5 Data Collection Procedures

This section addresses the procedures the researcher conducted to collect data from the

pretest to validate the research model in the distribution and compensation to the participants.

3.4.5.1. Pretest. Since multinational survey research is a part of scientific research, a

solid understanding of this study’s research methods is required. Researchers should remember,

however, that increased complexity leads to increased study costs: because all expenses are paid

multiple times, it is often difficult to find sufficient funding sources (Harkness, 2008). The

researcher, of course, recognizes that a comparison study requires doubled time and cost.

In order to reduce expense, the researcher conducted a small-scale version of the SoCQ

with 170 Florida school librarians and interviewed 20 Korean school librarians. The experience

gained through conducting this SoCQ allowed the researcher to better understand the important

processes and functions of the questionnaire. It was also helpful for the researcher to establish

relationships among independent and dependent variables to collect preliminary data. In

addition, the opportunity to conduct interviews provided valuable insights about Korean school

51

librarians as well as about research protocol. The know-how and experience from the previous

research thus helped the researcher in reducing disadvantages related to survey design.

3.4.5.2. Approval process. In order to initiate the study, the researcher contacted two

representative third parties for school librarians in two places: the Bureau of Standards and

Instructional Support in Florida Department of Education and the Korea School Library

Association. The researcher consulted the research methodology with them and gained

permission to conduct surveys. Prior to recruiting participants, but after having obtained these

two associations’ permission, the researcher obtained an approval from the Human Subjects

Committee at Florida State University (Appendix F) with two versions of an informed consent

form (Appendices C and D). The consent form introduced a study and survey; asked for their

voluntary participation; described the study’s risks and benefits; detailed how data would be

secured; and provided contact information of the researcher and Human Subjects Committee as

well.

After the prospectus presentation, the researcher modified the Human Subjects

Committee’s approval in accord with the changes of the survey questionnaire.

3.4.5.3. Online survey. The researcher conducted the surveys online. Online surveys

have become an excellent option because of their unique advantages: they are easy for

researchers to create using various visual/audio features, and the convenience of checking

responses nearly negates any data entry errors. By the same token, participants find online

surveys easy to complete, and will often provide truthful and detailed responses (Andrews,

Nonnecke, & Preece, 2003; Schutt, 2009). Also, Andrews et al. (2003) assert that an electronic

survey can remedy the imperfections of a survey research design due to several distinctive

characteristics, including cost effectiveness, speedy distribution, short response cycles,

52

multimedia capabilities, automatic verification, and survey response capture. Regarding the

survey for Florida school librarians, the researcher maintained the survey using SEDL’s

encrypted SoCQ since the Southwest Educational Development Laboratory (SEDL) holds the

copyright. The website allowed the researcher to customize survey questionnaires, data output,

and the password for the survey.

Regarding Korean school librarians, the researcher created the survey via Qualtrics, a

survey tool provided by the Florida State University. Qualtrics provided the researcher with a

user-friendly interface for setting up the survey for participants to access via various devices,

including computers and mobile phones. The limitations to applying two different versions of

questionnaire are detailed in section 3.6.

3.4.5.4. Conducting surveys and promotion. In order to recruit potential participants,

the researcher promoted surveys by sending email invitations. For the survey in Florida, the staff

in the Office of Library Media Services and Instructional Technology in the Florida Department

of Education sent out the invitations on November 14, 2014. Despite the request to spread out the

invitations, however, they reached only district media specialists and instructional materials

specialists: only 20 school librarians participated before that Thanksgiving break on November

23rd. After the break, the researcher accessed each school’s homepage and located school

librarians’ email addresses. From December 1 through 12, the researcher sent 1,800 invitations

across 63 school districts, excepting nine districts including the school districts of Hernando,

Lafayette, Lee, Levy, Liberty, Nassau, Palm Beach, Putnam and the Florida School for the Deaf

and the Blind. There were several reasons for not sending invitations to these districts: one

district required the district’s research and evaluation process, which would take over a month.

Some districts did not have school librarians, and most of them did not provide each teacher’s

53

email addresses. 45 emails were returned because of incorrect addresses, and the reminder emails

were distributed after the initial invitations were sent. The researcher received several

encouraging messages, enabling follow-up interviews with practicing school librarians. The

survey closed on December 19th. During the four weeks (except for Thanksgiving week), 209

school librarians completed the survey. The SEDL system did not provide any information about

the number of participants who viewed or started the survey, as it charges based on the number

of completed surveys.

Regarding the survey in South Korea, the survey was conducted over one month, from

November 12th through December 13th, 2014, local time. The staff of the Korea School Library

Association sent out the first promotional emails to about 2,000 school librarians on November

14th. The remaining emails were distributed twice during the survey on November 19th and

December 2nd. During this month, the survey was opened 769 times: 291 participants started the

survey, while 259 of them actually completed it.

3.4.5.5. Post surveys. Of the 1,755 invitations that were sent to school librarians in

Florida, 209 (11.9%) responded, which represent 9.6% of the population (2,182). Among the 163

participants who wanted to receive gift cards, the researcher selected 25 participants at random,

whereupon $10 Amazon gift cards were distributed via email on December 21st, 2014, and the

reminders were sent on January 5th, 2015 to participants who did not redeem their cards.

Of the invitations that were sent to about 2,000 school librarians in South Korea, 259

completed the survey (about 13.0%), representing 5.1% of population. The same method was

applied to select the winner who would receive ￦10,000 (Korean Won, the equivalent of $9.2)

in online gift cards. The researcher selected 27 winners among the 167 participants who applied

for the gift cards, which were sent on December 21st, 2014. The announcement about how to use

54

the card and contact the researcher were sent right after the gift cards, since the system did not

allow the researcher to trace the online cards sent to each individual.

3.4.5.6. Data management. All results retrieved from the two surveys were converted

into Microsoft Excel 2013 to allow for proofreading. The Excel files were protected, with the

password known only to the researcher. The researcher screened to find outliers and missing

values. For statistical analysis, the raw data in both places were entered in the Statistical Package

for Social Sciences (SPSS), version 21.0. Since the South Korean version of SoCQ was

employed for the first time, data reliability for each variable was checked by Cronbach’s alpha,

the most frequently used test for internal consistency (Gliem & Gliem, 2003), ranging between 0

and 1, closer to 1.0 indicating greater internal consistency. As a rule of thumb, if Cronbach’s

alpha is greater than 0.9, the internal consistency is considered to be excellent, alpha between 0.7

and 0.9 indicates good internal consistency, and between 0.6 and .7 alpha implies acceptable

internal consistency. The overall Cronbach’s alpha for the Korean SoCQ was 0.955, showing

that the survey questionnaire had a strong internal consistency. As Table 3 indicates, each stage’s

Cronbach’s alpha is greater than 0.6, confirming that each stage has good internal consistency.

Table 3. Cronbach's Alpha of Korean SoCQ

Stages Stage 0, Unconcerned

Stage 1, Informational

Stage 2, Personal

Stage 3, Management

Stage 4, Consequence

Stage 5, Collaboration

Stage 6, Refocusing

Cronbach's Alpha .629 .837 .875 .717 .845 .899 .847

55

3.4.6 Data Analysis

In an effort to comprehend school librarians' concerns on the integration of digital

textbooks as a new technology, the researcher analyzed the data in descriptive, correlational, and

exploratory ways.

The SoCQ model assumes that every user or potential user involved in a change has some

degree of concern across all seven stages (Hord et al., 2006). However, each individual may

experience different intensity levels during each stage of concern. To measure school librarians’

level of concern for each stage, the researcher employed the Stages of Concern Questionnaire

(SoCQ), which comprised of 35 items, using seven stages of concerns having five items for each

stage. Each item had eight scales ranging from 0, “This statement is not true of me” to 7, “This

statement is very true.” In order to calculate the intensity of each stage, a three-step process was

used.

First, each stage’s sum was aggregated from the scores for all five items. For example,

items 3, 12, 21, 23, and 30 belong to Stage 0, Unconcerned. To find the total for Stage 0,

therefore, the total score of items 3, 12, 21, 23, and 30 was added together. Second, the average

score was calculated by dividing the sum of raw scores by the number of total participants. These

raw scores were used for statistic tests, including t-tests to answer Research Question 3. Lastly,

the resulting percentiles were determined by a raw score-to-percentile conversion table, which

provided the prior percentiles for each stage by Hall, George, & Rutherford (1977). The

percentiles of the different levels of concern were calculated by matching the average score of

each stage to the established percentiles. These percentile scores thus enabled the researcher to

obtain a SoCQ profile. Applying the SoCQ, which has been verified many times, without any

56

modification or merging with other tools, freed the researcher from concerns about the effective

organization of questions, as well as issues about reliability or validity.

3.5 Validity and Reliability

3.5.1. Validity of the SoCQ

Validity refers to the state that conclusion of study concerning empirical reality is correct

(Schutt, 2009). To establish this important concept, George et al. (2013) report that the authors

have applied inter-correlation matrices, confirmation of concerns based on interview data and

verification of group differences and changes over time.

The initial step to develop the SoCQ began in 1973 with various methods such as open-

ended questions, Likert scales and adjective checklists, and interview protocols (George et al.,

2013; Hall, Wallace, & Dossett, 1973). The 544 potential statements were given at the very first

step. Through several tests, the statements were condensed to 400, and again to 195, statements.

After employing a factor analysis, the researchers selected 35 items, five for each of the seven

stages. The authors have made an effort to update the SoCQ by modifying or replacing items.

3.5.2. Reliability of the SoCQ

Reliability refers to a measurement process achieve consistent results under the identical

condition (Schutt, 2009). The internal reliability of the SoCQ has been proven. Hall et al. (1973)

tested items to demonstrate whether items correlated more with “responses to other items

measuring the same stage than with responses to items on other scales” (p. 11). The alpha

coefficients of its internal consistency in the seven stages indicated reliability of .64 to .83 with

six of seven coefficients above .70 (Hall et al., 1973). Two weeks later, the authors conducted

the retest survey, and they obtained high test-retest correlations, as seen in Table 4.

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Table 4. Test-Retest Correlations on the SoCQ

Stage Stage 0,

Unconcerned Stage 1,

Informational Stage 2,

Personal Stage 3,

Management Stage 4,

Consequence Stage 5,

Collaboration Stage 6,

Refocusing

Pearson-r .65 .86 .82 .81 .76 .84 .71

(*Source: Hall et al., 1973)

One of the practical issues the SoCQ used to face was the ambiguity of Stage 0,

Unconcerned (Hall & Hord, 1987; Schoepp, 2004). Before its modification, in order to interpret

a peak Stage 0 score, researchers had to look at other stages because Stage 0 did not clearly

explain whether or not users were aware of a given innovation or if they were merely interested

in the innovation. To clarify this vagueness, George et al. (2013) revised both items in Stage 0

and their norms, which was undertaken for their recent publication. Stage 0, Unconcerned,

means “the degree of interest in and engagement with the innovation in comparison to other

tasks, activities, and efforts of the respondent” (p. 33). Therefore, if there is a higher score in

Stage 0, Unconcerned, researchers can interpret that “there are a number of other initiatives,

tasks, and activities that are of concern to him or her” (p. 33). That means the respondent is

concerned about not only the innovation, but also other issues. On the other hand, if there is a

lower score in Stage 0, Unconcerned, researchers can interpret that “the innovation is of high

priority and central to the thinking and work of the respondent” (p. 33).

3.6 Assumptions, Benefits and Limitations

An assumption is made that participants’ demographics, such as gender, age, working

experiences and ethnicity, are statistically similar to the school librarian population.

School librarians may have benefited from the research results and suggestions in

recognizing the process of implementation of digital textbooks, identifying their concerns and,

58

ultimately, considering advanced methods to improve their leadership roles regarding integrating

new educational technologies. As a result of the study, students, the ultimate beneficiaries, may

also receive the improved service of school libraries.

Although the risks to participants are minimized, several limitations can be found. A

primary limitation of the investigation is inherent in the nature of a survey method. The

participants may have been alert to the intention of the instrument. Also, not all school librarians

are equally articulate and perceptive regarding digital textbooks. Each librarian has a different

command of language and different ways of expressing themselves. One more potential

limitation comes from the process of translation of the survey questionnaire. Although the

researcher translates the questionnaire flawlessly, the percentile tables from the CBAM theory

remain in their English versions. Therefore, employing the English percentile tables with Korean

responses may threaten the statistical analysis. In addition, the fact that the researcher applied the

two different survey sites can be a threat to instrumentation validity, refers to the changes of

instruments (Shadish, Cook, & Campbell, 2002).

3.7 Ethical Considerations

In order to promote the aims of research, a researcher should practice ethical research by

protecting participants, establishing trust, upholding personal accountability, monitoring

scientific misconduct and managing difficulties (Schutt, 2009). Based on the topics that Babbie

(1973) raises, the researcher identifies the issues below.

Babbie (1973) proposes five ethical issues related to survey methods. One major tenet is

voluntary participation. All respondents should participate in a survey of their own free will,

unforced. Survey research should not be physically or mentally harmful to any participants who

are willing to cooperate with a researcher. The study only recruited participants who wanted to

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contribute to the study by their own free will. In addition, participants could opt out at any time

or refuse to answer any of the questions.

A researcher needs to be aware of any possibility for respondents to feel offended, and

guide them to avoid this. Nardi (2006) underlines that the informed consent process is critical, in

discussing potential effects of the survey on participants’ privacy and any physical or mental

danger. A researcher should let participants know about intended harm by explaining what would

happen during a survey, so that participants can be informed about how much their privacy will

be compromised and decide whether they desire to participate in the survey at all. In this study,

although there is no risk beyond what one would normally face in everyday situations, the

researcher informed participants about the purpose of the study and assured them that their

responses do not affect their current jobs or positions as school librarians.

The third issue is the protection of the participants’ identities, that is to say anonymity

and confidentiality. Anonymity means that a researcher ensures that there is no way to connect

any identifying information with any of the survey respondents (Nardi, 2006, p. 35). Babbie

(1973) points out that in case a researcher needs to conduct any kind of follow-up research,

anonymity can be fragile. In particular, he argues that there is always a chance for participants to

be identified in a survey, and a researcher should get rid of any possible identifying survey item,

for example, a question about a detailed occupation to a specific group of people. The concept of

confidentiality is that any information that can be linked to a respondent’s personal identity “is

revealed only to the researchers for the main goals of the project” (Nardi, 2006, p. 35). Various

techniques can be suggested for confidentiality. For example, a researcher uses identification

numbers instead of names or addresses. In addition, a researcher encrypts raw data or discards

them after a period of time. To solve these issues, the study implemented the following. Since

60

this study did not apply any personal information, such as name, contact information, name of

school or position, contact information was be collected. Data from the online survey were coded

into an Excel spreadsheet and the files were protected with a password that the only researcher

knew. The files were saved in a secure external hard drive with encryption. The data will be kept

for five years in locked filing cabinets and will be deleted when the research is done.

There is the possibility that the researcher’s purposes may affect the respondents’

answers. This outside pressure can be attributable to specific variables, and it can lessen the

construct validity of research and it can be a threat to the construct validity of cause. When

participants are aware that they are involved in a study, they may respond in a way to please or

displease researchers. Also, participants can get hints from researchers and may change their

answers according to researchers' expectations. In cases where the research topic is novel,

participants are more likely to have positive attitudes. In order to avoid this violation (Babbie,

1973) suggests the following guidelines:

(1) The researcher should tell nothing about the purpose of the study that is likely to

affect the reliability of responses. (2) At the same time, he should tell respondents

whatever he can about purposes where such information will not likely affect responses.

(3) Explanations of purpose should be kept general rather than specific. (4) The

researcher should never offer fictitious reasons for the study.

Following this advice, the researcher was very careful to offer the objective and impartial

purpose of the study to participants, since the researchers’ intentions could influence the

participants’ responses.

The last ethical issue that Babbie presents is that when researchers analyze and report

research, they have obligations to their readers. Researchers should describe the shortcomings

61

and limitations of their research, including any omission of sampling, respondents’

misunderstandings, or any defect in the design. Even if researchers obtain negative results,

unexpected findings, or unanticipated correlations which affect the results, they should report

these. Both understanding and interpreting meanings accurately remain an issue for methods.

Vogt et al. (2012) address the same issue. Researchers assume all respondents have understood

questions in the way that researchers intended. However, there may be a gap between what

researchers meant and what respondents understood. Although researchers can spend more time

to provide longer questions and lengthier descriptions during in-depth interviews, such

interviews provide greater chances for respondents to misunderstand meanings. Also, as

researchers interpret and decode meaning, there is always a risk of missteps in the process of

semantic disambiguation. To consult the last issue, the researcher stated limitations related to

methodology in section 3.6 and the limitations related to the study in section 5.7.

3.8 Conclusion

Chapter 3 details the method and procedures that the researcher has conducted. A survey

method enables researchers to collect not only personal/internal information but also less

personal/external information (Vogt et al., 2012). A survey is a useful tool for obtaining both

objective and subjective answers. By applying a survey, the researcher assured that the study

identified and described the Florida and South Korea school librarians’ concerns in the initial

phases of the implementation of digital textbooks. Becoming a medium through which school

librarians’ voices were heard on the subject of digital textbooks, this research can impact key

areas of cognitive research on people influenced by innovation and human factors related to

digital textbooks such as leadership, collaboration, and social norms.

62

Also, comparative research, applying a survey method, examines societies or nations over

time in comparison with each other (Babbie, 2010). Cross-national surveys, which are conducted

across multiple places, are becoming more popular as the need for global data increases

(Harkness, 2008). The study findings, for each setting, not only determined the stages of concern

as per school librarians’ practices and experiences, but also compared the stages of concern

depending upon their demographic backgrounds and technologies. The study provided an

opportunity for school librarians to share their concerns, and helped to inform librarians about

digital textbooks in Florida and South Korea as well.

Subsequently, Chapter 4 describes the findings from the two surveys and analyses of the

data. Lastly, the discussion of findings, implications and suggestions of the study is presented in

Chapter 5.

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CHAPTER 4

PRESENTATION OF THE FINDINGS

4.1 Introduction

The primary purpose of this study is to identify school librarians’ Stages of Concern

(SoC) during the first stage of implementing digital textbooks. In addition, the study is designed

to discern SoC profiles according to specific characteristics in Florida and South Korea, where

K–12 schools plan to embrace digital textbooks by requiring school librarians to be leaders in

this transition.

This chapter thus presents an analysis of the data collected by the methods delineated

earlier, organized in order of research questions. It begins with an analysis of the survey in

Florida, followed by the results of the survey in South Korea, with a comparison between the

two. The chapter concludes with a summary of findings regarding the three research questions. A

synthesis and discussion of said findings will be presented in Chapter 5.

4.2 Data Sample

This study obtained 468 participants from the both locations (209 participants in Florida

and 259 participants in South Korea). Accordingly, the study had an adequate number of

participants for statistical analyses. In order to determine the sample size, Cohen’s power

analysis was conducted using G*Power 3.1.9.2 (Faul, Erdfelder, Lang, & Buchner, 2007).

Utilizing a repeated measures t-test, expecting an effect size 0.5 and power (1-β prob) 0.95, each

location needed a sample size of 105, with a total combined sample size of 210.

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4.2.1 Participants in Florida

209 school librarians completed the survey in Florida. The first question in the

demographic portion of the survey asked participants about their position: 78.9% of respondents

were school librarians and state-certified as both teachers and library media specialists (n=165).

11.5% were school librarians and state-certified as library and media specialists or held a

Master's degree in library and information science, but were not certified as a teacher (n=24).

The remaining 9.6% held other positions such as administrators, students, university faculty,

supervisor teachers, etc. (n=5).

The next demographic question pertained to employment status: the majority (96.2%) of

participants worked as full-time school librarians (n=201). Five participants worked part-time in

two different schools, the equivalent of a full-time position (2.4%). Only three teachers worked a

part-time job (1.4%). According to the Florida Department of Education’s statistics, there were

17 (.8%) part-time librarians during the 2013–14 school year (The Florida Department of

Education, 2014). This survey, similar to those statistics, also had only a few part-time school

librarians.

The last demographic question asked participants to indicate the number of years worked

as a school librarian. The average number of years’ experience was 11.1. Both the mode (the

most frequently appearing number) and the median (the middle number in the given value order)

were 8.0 years.

4.2.2 Participants in South Korea

Just as above, the first question in the demographic portion of the survey asked

participants about their position: half (54.4%) were library teachers with a library teacher’s

certificate under Article 21 of the Elementary and Secondary Education Act (n=141). 97 (37.5%)

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school librarians were librarian staff qualified under Article 6, Paragraph 2 of the Library Act.

There were 12 (4.6%) practical education teachers with a certificate for practical education

teaching after the completion of library and information science or library science (under Article

21 of the Elementary and Secondary Education Act). The remaining 9 (3.5%) held such positions

as administrators, students, university faculty, etc.

The next demographic question pertained to employment status: 129 (49.8%) participants

worked full-time. 108 responders worked part-time in one school (41.7%) and 10 worked part-

time in two schools (3.9%). 8 responders had part-time jobs in more than two schools. The

remaining four participants answered their positions as other (1.5%).

The last demographic question asked participants to indicate the number of years worked

as a school librarian: the average number of years’ experience was 7.5, with a mode of 5.0 years

and a median of 7.0 years.

4.3 Data Analysis for Research Question 1

The following section describes the findings concerning Research Question 1 and its

corresponding sub-research questions, which asks about school librarians’ stages of concern

regarding the mandated implementation of digital textbooks in Florida based on the Stages of

Concern Questionnaire (SoCQ). The first sub-question presents the overall SoC for Florida

school librarians, while the following four questions describe the SoC according to individual’s

characteristics.

4.3.1 Research Question 1.1

RQ 1.1 was “Based on the SoCQ, what are the school librarians’ highest stages of

concern surrounding implementation of digital textbooks?” In order to identify the SoC of

Florida school librarians, the first sub-research question pertained to the highest stage of concern

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surrounding implementation of digital textbooks. The Concerns-Based Adoption Model (CBAM)

refers to the highest stage of concern as peak stage, which indicates the stage with the highest

intensity among the seven stages of concern (Unconcerned, Informational, Personal,

Management, Consequence, Collaboration, and Refocusing). In this study, the peak score

indicates the specific stage that school librarians experienced the most concern at a point of time

during the implementation of digital textbooks. In the context of the CBAM, percentiles are not

absolute but rather relative to other stage scores (George et al., 2013).

Figure 1 shows an overall picture of Florida school librarians’ SoC. The data indicate

Stage 0, Unconcerned, as the peak stage of concern of school librarians with a 91% intensity of

concern, meaning that participants had little concern about digital textbooks or involvement with

them (George et al., 2013; Hall & Hord, 2011). According to the CBAM, the higher Stage 0,

Unconcerned, does not address whether participants were users or nonusers (George et al.,

2013). Rather, the higher Stage 0, Unconcerned, points out that participants were more

concerned about the multitude of other obligations, activities, innovations, or tasks.

Overall, the profile represents ‘Negative One-Two Split’ user patterns. The SoC profile

has a higher percentile in Stage 2, Personal, than Stage 1, Informational, indicating a possibility

of negative reactions from participants. This demonstrates that school librarians’ concern for

personal position or job security was greater than their desire to study digital textbooks. The

following detailed description from George et al. (2013, p. 8) discusses the individual who has

the most concern in Stage 2, Personal:

The individual is uncertain about the demands of the innovation, his or her adequacy to

meet those demands, and/or his or her role with the innovation. The individual is

analyzing his or her relationship to the reward structure of the organization, determining

67

his or her part in decision making, and considering potential conflicts with existing

structures or personal commitment. Concerns also might involve the financial or status

implications of the program for the individual and his or her colleagues.

Although Hall and Hord (1987) take it for granted that non-users are likely to have high

Stage 2, Personal concerns, focusing on their ability to employ an innovation or their uncertainty

of what that innovation may bring, school librarians with high intensity in Stage 2, Personal, may

not be able to consider digital textbooks objectively until their personal concerns have lessened

(George et al., 2013). That is to say, it is worth noting that not only are school librarians

concerned about their status, rewards, or the effects of digital textbooks, but this intense personal

concern might obstruct more substantive concerns about digital textbooks (George et al., 2013).

The deeper discussion about Florida school librarians’ SoC is provided in section 5.2.

Figure 1. The Stages of Concern Profile with School Librarians in Florida

91%

72%76%

47%

21%

44%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Stage 0Unconcerned

Stage 1Informational

Stage 2Personal

Stage 3Management

Stage 4Consequence

Stage 5Collaboration

Stage 6Refocusing

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RQ2 was “Is there a significant relationship between school librarians’ stages of concern

regarding digital textbooks and those teachers’ experience in years?” It asked about the

relationship between their stages of concern regarding digital textbooks and their teaching

experience. As section 3.4.3.3.1 describes, a total of 209 participants completed the surveys.

While three participants replied “N/A”, 206 school librarians answered the question about their

teaching experience, with an average number of years of 11.1. Both the mode and median were

8.0 years. The demographic information consists of five categories: less than 4 years (n=51,

24.8%), 4–7 years (n=37, 18.0%), 7–10 years (n=33, 16.0%), 10–15 years (n=21, 10.2%), and

more than 15 years (n=64, 31.1%).

Figure 2 depicts school librarians’ SoC according to their teaching experience: overall,

librarians who had more experience expressed less intensive concerns about digital textbooks

over the stages, while new teachers expressed more concerns over the stages. Interestingly,

however, the group of least experienced school librarians and the middle level teachers (10-15

years of experience) expressed more concerns than the most experienced group. School

librarians with fewer than four years of experience demonstrated the most intensive concerns in

Stage 1, Informational (80%), Stage 2, Personal (83%), Stage 3, Management (52%), Stage 5,

Collaboration (55%), and Stage 6, Refocusing (38%). In addition, school librarians with 10–15

years of experience showed the most intensive concerns in Stage 2, Personal (83%), Stage 3,

Management (52%), Stage 4, Consequence (30%), and Stage 6, Refocusing (38%).

The results found that the profile pattern in case of digital textbooks is not exactly

equivalent with Fuller’s findings, who argues that teachers’ concerns follow the trend from

unrelated, self, task and impact concerns as they have more teaching experience (Fuller, 1969).

69

According to Fuller’s theory, school librarians who have the most work experience are supposed

to have less intense concerns at the lower stages and more intense concerns at the higher stages.

The results, however, show the least experienced group and middle level group of school

librarians focusing more on digital textbook initiatives.

The differences between the new and experienced school librarians are more pronounced

in Stage 5, Collaboration (19%) and Stage 2, Personal (13%). In those stages, the novice group

expressed the greatest intensity of concerns, while the most experienced group expressed the

least. These differences imply that new school librarians are much more concerned about their

roles, the reward structure (Stage 2, Personal), and how to coordinate and cooperate with their

colleagues to integrate digital textbooks (Stage 5, Collaboration).

Figure 2. The Stages of Concern Profile with School Librarians in Florida According to Their Teaching Experiences

91%

80%83%

52%

27%

55%

38%

94%

69%

72%

43%

21%

44%

30%

94%

66%

72%

43%

21%

48%

30%

94%

72%

83%

52%

30%

52%

38%

91%

69% 70%

43%

16%

36%

26%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Stage 0Unconcerned


Stage 2 Personal Stage 3Management

Stage 4Consequence


Stage 6Refocusing

Less than 4 yrs 4-7 yrs 7-10 yrs 10-14 yrs More than 15yrs

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RQ 1.3 was “Is there a significant relationship between school librarians’ stages of

concern regarding digital textbooks and those teachers’ technology adoption style?” It explores

the relationship between school librarians’ stages of concern regarding digital textbooks and

those teachers’ styles of adopting technology. As mentioned in section 3.4.4.3, according to

Rogers Diffusion of Innovations theory (DOI) (Rogers, 1983), this survey categorizes school

librarians within five “adopter” groups: innovators (the first to adopt, n=19, 9.1%), early

adopters (the ones to adopt innovation before most other people do, n=49, 23.4%), early majority

(the careful ones who adopt innovation after seeing it used successfully, n=89, 42.6%), late

majority (the skeptical and traditional, n=32, 15.3%), and laggards (the last to adopt, n=20,

9.6%).

The group with the highest intensity of concern in each stage was the late majority in

Stage 0 (96%), laggards in Stages 1 thorough 3 (80%, 80%, and 52%, respectively) and Stage 6

(38%), and innovators in Stages 4 through 6 (27%, 68%, and 38%, respectively). Figure 3 clearly

demonstrates that the more quickly school librarians adopt innovations, the more intensive their

concerns during the Impact stages (Stages 4, 5, and 6). It also shows that school librarians who

were prudent and skeptical about the innovation were more concerned during the Self and Task

stages, Stages 0 through 3. Innovators had uniquely high concerns in Stage 5, Collaboration. The

innovators’ intensity (68%) was 40% more than the late majority’s (28%). This implies that

innovator school librarians focus on working with other teachers in using digital textbooks, and

are more likely to work as administrators, coordinators, or team leaders (George et al., 2013,

p.54).

71

Figure 3. The Stages of Concern Profile with School Librarians in Florida According to Their Innovation Adoption Style


RQ1.4 was “Is there a significant relationship between school librarians’ stages of

concern regarding digital textbooks and those teachers’ personal experiences with e-books?” It

examines the relationship between school librarians’ stages of concern regarding digital

textbooks and their personal experiences with e-books. The researcher investigated such personal

experiences with two survey questions asking about the length and frequency that participants

read/use electronic or digital books per week. For length, 206 school librarians (excepting the

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72

three participants who wrote “N/A”) replied that they read/used e-books an average of 5.1 hours

per week, with both the mode and median hours at 3.0. The researcher categorized length within

the following four categories: less than one hour per week (n=48, 23.3%), more than one hour

but less than three hours per week (n=52, 25.2%), more than three hours but less than seven

hours per week (n=50, 24.3%) and more than seven hours per week (n=56, 27.2%).

Figure 4 shows that school librarians who used electronic or digital books more often had

more intensive concerns in the Impact stages (Stages 4, Consequence, 5, Collaboration, and 6,

Refocusing, while those who used them less had more intensive concerns in the Self stages

(Stages 0, Unconcerned, 1, Informational, and 2, Personal). Along with Figures 2 and 3, Figure

4-1 also indicates that Stage 5, Collaboration, had the biggest gap between heavy and light

electronic book users (19%). Although Figure 4 demonstrates the differences among categories,

the gaps among these categories were narrower than in Figures 2 and 3. This hints that,

regardless of the reading duration, school librarians demonstrate very similar patterns of

concerns.

As the second factor for investigating the relationship between school librarians’ Stage of

Concern and their experience with e-books, the researcher examined their SoC with their

frequency of using e-books. This survey question contained five categories to choose from: daily

or almost every day (n=59, 28.2%), a few times a week (n=46, 22.0%), a few times a month

(n=37, 17.7%), less often (n=46, 22.0%), and not at all (n=21, 10.0%). Excepting that there were

fewer participants who did not read e-books, participants were evenly distributed across the

categories.

73

Figure 4. The Stages of Concern Profile with School Librarians in Florida According to Their E-Book Reading Time

In a macro view, Figure 5 indicates that school librarians who read e-books frequently

had more intensive concerns over the stages. In a micro view, however, an exceptional

phenomenon occurs: for most stages, the second most frequent group “a few times a week’”

were the most concerned about digital textbooks in Stage 1, Informational (75%), Stage 2,

Personal (80%), Stage 3, Management (56%), Stage 4, Consequence (27%), and Stage 6,

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74

Refocusing (38%), rather than daily users. The most intensive gap between the “few times a

week” group (56%) and the “less often” group appears in Stage 3, Management (39%), with a

gap of 17%. The one notable point for the “daily or almost every day” group was the intensity of

Stage 5, Collaboration (59%), which was almost double than “less often” and “not at all” (31%).

Figure 5. The Stages of Concern Profile with School Librarians in Florida According to Their E-Book Reading Frequency

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RQ 1.5 asked “Is there a significant relationship between school librarians’ stages of

concern regarding digital textbooks and the training sessions provided for those librarians?” It

pertained to the relationship between school librarians’ stages of concern regarding digital

textbooks and the training sessions provided for those librarians. 202 school librarians responded

to the question about training time, while seven participants wrote “Not available.” Among the

202 participants, 161 participants indicated their number of hours, with an average training

session time of 10.4 hours, a mode of 0, and a median of 5. The remaining 41 participants

claimed that they have been educated for over a year, and were thus included in the “more than

12 hours” group. Four categories were developed based on the survey replied: less than one hour

(n=32, 15.8%), more than one hour but less than five hours (n=47, 23.3%), more than five hours

but less than 12 hours (n=45, 22.3%), and more than 12 hours (n=78, 38.6%).

Figure 6 demonstrates that participants claiming “more than 12 hours” showed higher

intensity in most stages: Stages 1, Informational (72%), Stage 2, Personal (78%), Stage 4,

Consequence (27%), Stage 5, Collaboration (52%), and Stage 6, Refocusing (38%). Stages 1

through 3 had very similar intensities among the categories, with gaps between the max and min

scores of 3%, 2%, and 9%, respectively. The stage that showed the biggest gap was Stage 5,

Collaboration, while the group with the least training experience demonstrated notably lower

intensive concerns (36%) in the Collaboration stage. Two groups, “more than 12 hours” and “5-

12 hours” expressed 52% of intensity, while “less than 1 hour” group expressed 36% of

intensity. It can be interpreted that these two high-concerned groups have more possibilities to be

leaders in digital textbook integration.

76

Figure 6. The Stages of Concern Profile with School Librarians in Florida According to the Training Session

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Less than 1 hr 1-5 hrs 5-12 hrs More than 12 hrs

77


The second main research question pertained to South Korean school librarians’ SoC

regarding digital textbooks. It asked “Based on the SoC, what are the school librarians’ stages of

concern around the implementation of digital textbooks in South Korea?“ Similar to research

question 1, question 2 consists of five sub-questions: the highest stages, relationships between

stages of concern and teaching experience, adoption style, personal experience with e-books, and

training sessions. The following sections describe the survey’s results from the 259 South

Korean school librarians.


RQ 2.1 asked "Based on the SoCQ, what are the school librarians’ highest stages of

concern surrounding the implementation of digital textbooks?" The first sub-question identifies

the peak stage of concerns for South Korean school librarians, as illustrated in Figure 7. The

intensity of each stage was 99% in Stage 0, Unconcerned, 88% in Stage 1, Informational , 83%

in Stage 2, Personal, 77% in Stage 3, Management, 33% in Stage 4, Consequence, 55% in Stage

5, Collaboration, and 57% in Stage 6, Refocusing. All stages demonstrated a higher intensity

than with Florida school librarians. Except for Stage 4, Consequence, the peak stage is Stage 0,

Unconcerned (99%), indicating that, similar to Florida school librarians, Korean school librarians

have little concern about digital textbooks and were not yet involved with the transition (George

et al., 2013). In other words, other innovations or activities attract school librarians’ concerns

now over digital textbooks.

Figure 7 indicates that school librarians had higher percentiles in Stage 0, Unconcerned;

Stage 1, Informational; and Stage 2, Personal. This signifies a typical non-user profile, which

shows more intensity during the Self stages (Stage 0, Unconcerned; Stage 1, Informational; and

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Stage 2, Personal) (Hall & Hord, 1987). For non-users, the intensity at Stage 0, Unconcerned, is

not as important as the variations in Stages 1, Informational and 2, Personal (George et al.,

2013), meaning that school librarians focused more on learning about digital textbooks and were

concerned about their personal roles while they were occupied simultaneously with other

innovations.

Korean school librarians also expressed relatively significant concerns during

Management, Stage 3. The last notable pattern is a slightly tailing-up pattern in Stage 6,

Refocusing, which implies that participants might be resistant to digital textbooks. A detailed

discussion and interpretation is provided in section 5.3.

Figure 7. The Stages of Concern Profile with School Librarians in South Korea

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RQ 2.2 was "Is there a significant relationship between school librarians’ stages of

concern regarding digital textbooks and those teachers’ experience in years?" The second

research question asked about the relationship between school librarians’ stages of concern

regarding digital textbooks and their years of teaching experience. 259 school librarians have

worked for an average of 7.5 years, with a mode of 5 years and a median of 7 years. Participants

were evenly distributed across the categories: 55 in “less than 4 years” (21.2%), 61 in “4–7

years” (23.6%), 72 in “7–10 years” (27.8%), 58 in “10–15 years” (22.4%), and 13 in “more than

15 years” (5.0%).

Overall, the more experience school librarians had, the lower their intensity of concern.

School librarians with more experience demonstrated a lower intensity of concern across all

stages, while new teachers demonstrated higher concerns. One thing to note was, while

experienced school librarians in Florida expressed lower concerns in the Self and Management

stages, those in South Korea had lower concerns across every stage. On the other hand, new

school librarians had the highest intensity in all stages except for Stage 3, Management (7–10

years): Stage 0, Unconcerned (99%), Stage 1, Informational (96%), Stage 2, Personal (94%),

Stage 4, Consequence (59%), Stage 5, Collaboration (76%), and Stage 6, Refocusing (73%).

This implies that they were very eager for, and looking forward to, the innovation. The stage that

showed the biggest gap between the highest and lowest intensity was Stage 5, Collaboration with

a 21% gap. While the groups “less than 4 years” and “4–7 years” expressed 76% intensity, the

group “more than 15 years” expressed only 30% intensity.

80

Figure 8. The Stages of Concern Profile with School Librarians in South Korea According to Their Teaching Experiences


RQ 2.3 asked "Is there a significant relationship between school librarians’ stages of

concern regarding digital textbooks and those teachers’ technology adoption style?" The third

research question aimed to find out the relationship between school librarians’ stages of concern

regarding digital textbooks and their style for adapting technology, as described in section

3.4.4.3. The survey categorized school librarians in five categories of adopters: innovators (the

first to adopt, n=4, 1.5%), early adopters (the early ones who adopt innovation before most other

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Less than 4 yrs 4-7 yrs 7-10 yrs 10-15yrs More than 15yrs

81

people do, n=27, 10.4%), early majority (the careful ones who adopt innovation after seeing it

used successfully, n=172, 66.4%), late majority (the skeptical and traditional, n=35, 13.5%), and

laggards (the last to adopt, n=21, 8.1).

As Figure 9 portrays, school librarians who adopt technology quickly show more intense

concerns over the stages. The early adopter group, however, had more concerns than the

innovator group throughout every stage except Stage 6, Refocusing (innovators at 92% and early

adopters at 87%).

Figure 9. The Stages of Concern Profile with School Librarians in South Korea According to Their Innovation Adoption Style

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Bigger gaps appear on Impact concerns, particularly Stage 4, Consequence; while the

innovator and early adopter groups show 76% intensity, the late majority and laggards groups

show only 30%. Participants who adopt innovations quickly are thus more concerned about the

impact of digital textbooks on students. Also, Stage 5, Collaboration (44%) and 6, Refocusing

(35%), displayed bigger gaps between school librarians who adopt innovation either quickly and

slowly, implying that school librarians who adopt innovations rapidly are interested in

coordination and cooperation with other teachers to explore more benefits regarding digital

textbooks.



concern regarding digital textbooks and those teachers’ personal experiences with e-books?" The

fourth research question sought to find out the relationship between school librarians’ stages of

concern regarding digital textbooks and their personal experiences with e-books. The first factor,

how long participants used electronic or digital books, placed participants in one of four

categories: less than one hour per week (n=151, 58.3%), more than one hour but less than three

hours per week (n=81, 31.3%), more than three hours but less than seven hours per week (n=16,

6.2%), and more than seven hours per week (n=11, 4.2%).

Overall, the longer users of electronic or digital books expressed higher intensity of

concerns across all stages, while shorter users of e-books expressed lower intensity of concerns.

Except for Stages 3 and 5, those who used e-books more than three hours but less than seven

hours per week had the most intense concerns: Stage 1, Informational (99%), Stage 2, Personal

(96%), Stage 4, Consequence (76%), and Stage 6, Refocusing (87%). In this data, the biggest

difference between intensity of concerns appears in Stage 4, Consequence (33%). While the

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group who used e-books less than one hour per week only had 43% intensity, those who used e-

books between three and seven hours expressed 76%.

Figure 10. The Stages of Concern Profile with School Librarians in South Korea According to Their E-Book Reading Time

The second factor for identifying school librarians’ personal experiences with e-books

was the frequency with which they used electronic or digital books. For this, the survey question

contained five options: daily or almost every day (n=10, 3.9%), a few times a week (n=19,

7.3%), a few times a month (n=21, 8.1%), less often (n=98, 37.8%), and not at all (n=111,

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84

42.9%). Unlike participants in Florida, where most participants read e-books, almost half of

participants (42.9%) in South Korea did not.

Without exception, “daily or almost every day” users expressed the most intense

concerns over the stages: Stage 0, Unconcerned (99%), Stage 1, Informational (99%), Stage 3,

Management (94%), Stage 4, Consequence (82%), Stage 5, Collaboration (93%), and Stage 6,

Refocusing (90%). As Figure 11 depicts, the bigger gaps appear in Impact concerns in the same

way as in Figure 11, the biggest gap appearing in Stage 4, Consequence (44%). Whereas “daily

or almost every day” users had 82% intensity in Stage 4, Consequence, non-e-book users only

had 38% intensity. In addition, Stage 5, Collaboration (34%), and Stage 6, Refocusing (30%),

expressed relatively large differences.

Figure 11. The Stages of Concern Profile with School Librarians in South Korea According to Their E-Book Reading Frequency

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concern regarding digital textbooks and the training sessions provided for those librarians?" The

last research question demonstrates the relationship between school librarians’ stages of concern

regarding digital textbooks and the training sessions provided for those librarians. Participants in

the survey took training sessions for an average of 1.5 hours, with a mode and median of 0. Four

categories appear for training sessions based on the replies: less than one hour (n=226, 87.3%),

more than one hour but less than five hours (n=20, 7.7%), more than five hours but less than 12

hours (n=2, 0.8%), and more than 12 hours (n=11, 4.2%).

On the whole, the school librarians with more training showed higher intensity of

concerns. Interestingly, however, the group with more than five hours but less than 12 hours

expressed the highest concern in Stage 2, Personal (96%), Stage 4, Consequence (76%), and

Stage 5, Collaboration (93%) over the group with the longest training time. The stages of

concern profile demonstrated the biggest gap in Task concerns during Stage 3, Management

(28%). This indicates that school librarians with more than five hours but less than 12 hours

training experience have fewer concerns about managing digital textbooks (George et al., 2013),

and are rather concerned about the consequences of students using digital textbooks (Stage 4,

Consequence). Such school librarians expressed a desire to learn from what other teachers know

and are doing (high Stage 1, Informational, and high Stage 5, Collaboration). In Stage 3, the

group that expressed the highest concern was “more than 12 hours” group with 97%.

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Figure 12. The Stages of Concern Profile with School Librarians in South Korea According to the Training Session

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Research Question 3 asked "Are there significant statistical differences in the stages of

concern identified for school librarians in Florida and South Korea?" The last research question

asks whether there are significant statistical differences between the SoC profiles identified for

school librarians in Florida and South Korea. To answer this question, two sub-research

questions were developed: (1) identifying the differences between the highest and second highest

stages of concern for school librarians in Florida and South Korea; and (2) determining the main

factors influencing those differences.

The researcher applied a Paired difference test (t-test) statistical analysis by comparing

the raw scores of each stage in the two settings. The t-test determined if there was a statistical

significance in the means between dependent variables (school librarians’ highest and second

highest stages of concern) and the independent variable (location, i.e. Florida and South Korea).


Based on RQ 3.1, "What are the differences between the highest and second highest

stages of concern for school librarians in Florida and South Korea?", Figure 11 compares the two

stages of concern profiles in Florida and South Korea, revealing that Stage 0, Unconcerned, was

the highest intensity stage for both locations, while Stage 4, Consequence was the lowest

intensity stage. Figure 13 also indicates that the second highest stages for Florida and South

Korea were Stages 2, Personal, and 1, Informational, respectively. Since this study focuses more

on the highest and second highest stages for each region, the researcher examined the similarities

and differences between Stages 0, Unconcerned; 1, Informational and 2, Personal to test research

question 3.1.

88

Figure 13. The Comparison between the SoC Profiles in Florida and South Korea

As the first step of the statistical analysis, the means and standard deviations for the

dependent variables are compared. The detailed values were recorded and the table were

established below in Table 5.

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Table 5. Descriptive Statistics Disaggregated by Two Locations

Variable Florida South Korea

M SD M SD

Stage 0, Unconcerned,

16.37 5.99 22.48 6.22


19.67 6.86 24.25 7.46

Stage 2, Personal

21.21 8.78 24.47 7.79

Stage 3, Management

12.78 7.05 19.89 7.34

Stage 4, Consequence

17.22 8.06 21.29 7.92

Stage 5, Collaboration

19.37 9.19 21.82 8.42

Stage 6, Refocusing

12.40 7.00 17.74 7.98

Notes. M=Mean; SD=Standard Deviation.

Because no extreme outliers were observed, no data were omitted. Among the seven

stages that Table 5 details, the researcher compared the mean scores in Florida and South Korea

according to each stage. The results from t-tests are introduced in Table 6, below.

Table 6. Descriptive Data in Florida and South Korea and T-test Comparisons by Locations

Variable Place n M SD t df p

Stage 0, Unconcerned,

Florida 209 16.37 5.99 -10.782 451.86 0.00*

South Korea 259 22.48 6.22


Florida 209 19.67 6.86 -6.90 458.03 0.00*

South Korea 259 24.25 7.46

Stage 2, Personal

Florida 209 21.21 8.78 -4.20 419.73 0.00*

South Korea 259 24.47 7.79

Notes. n=number of sample; M=Mean; SD=Standard Deviation.

90

Table 6 demonstrates a significant difference in school librarians’ SoC scores in Stage 0,

Unconcerned, between the two locations: Florida (M=16.37, SD=5.99) and South Korea

(M=22.48, SD=6.22); t(451.86)= -10.782, p = 0.00. This suggests that school librarians in South

Korea are more preoccupied with other activities or educational innovations over digital

textbooks.

For Stage 1, Informational, a large statistic results in a small probability [t(458.03)=-6.90,

p = 0.00], indicating that the means in Florida (M=19.67, SD=6.86) and South Korea (M=24.25,

SD=7.46) are significantly different from one other. In other words, school librarians in South

Korea were more eager to learn about digital textbooks and desired more relevant information

about their implementation.

In addition, the results report that the means of Stage 2, Personal, significantly differ

from one other as well: [t(419.73)=-4.20, p = 0.00] in Florida (M=21.21, SD=8.78) and South

Korea (M=24.47, SD=7.79), implying that school librarians in South Korea were genuinely

curious about their roles in integrating digital textbooks and the impact it would have upon them.

Detailed analyses on which factors created these differences are provided in section 4.4.2,

which compares each survey question item.


RQ 3.2 sought to identify the main factors that create significant differences between

school librarians in Florida and South Korea. In order to scrutinize the strongest and second

strongest intensity of school librarians’ concerns among the seven stages, the researcher chose

the peak and second peak stages to analyze.

Table 7 indicates that all survey questions consisting of Stage 0, Unconcerned (Questions

3, 12, 21, 23, and 30), significantly differed on the peak stage between the two locations.

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Although school librarians in both locations expressed a high intensity of concerns in Stage 0,

Unconcerned, there was a significant difference between them in Stage 0. Throughout the

questions consisting of Stage 0, South Korean school librarians showed more intensity.

When compared to school librarians in Florida, South Korean school librarians were not

concerned about digital textbooks [(Q12), t(464.78)=-4.07, p = 0.00], due to concern for another

innovation [(Q3), t(454.73)=-12.13, p = 0.00], or items other than digital textbooks [(Q21),

t(388.65)=-6.18, p = 0.00]. These other priorities thus prevent South Korean school librarians

from focusing on digital textbooks [(Q30), t(395.97)=-4.30, p = 0.00]. South Korean school

librarians also argued that they did not have time for digital textbooks [(Q23), t(429.20)=-6.16, p

= 0.00].

Table 7. Descriptive Data in Florida and South Korea and T-test Comparisons Related to Stage

0, Unconcerned

Variable Location n M SD t df p

Q3. I am more concerned about another innovation.

Florida 209 1.92 1.83 -12.13 454.73 0.00*

South Korea 259 4.04 1.94

Q12. I am not concerned about digital textbooks at this time.

Florida 209 2.21 1.84 -4.07 464.78 0.00*


Q21. I am preoccupied with things other than digital textbooks

Florida 209 4.45 2.16 -6.18 388.65 0.00*


Q23. I spend little time thinking about digital textbooks.

Florida 209 3.61 2.22 -6.16 429.20 0.00*


Q30. Currently, other priorities prevent me from focusing my attention on digital textbooks.

Florida 209 4.19 2.38 -4.30 395.97 0.00*


92

For South Korean school librarians’ SoC. Stage 1, Informational, is the second highest.

As Table 8 indicates, there is a statistically significant difference between Florida and South

Korea in Stage 1. Table 8 shows that, among the five question items consisting of Stage 1, only

three questions were significantly different: although both groups have higher concerns in Stage

1, Informational, school librarians in South Korea indicated that they have a more general

awareness and interest in learning about digital textbooks than Florida school librarians (George

et al., 2013). This statistical difference is due to South Korean school librarians’ limited

knowledge [(Q6), t(454.89)=-5.97, p = 0.00]; their eagerness to discuss the possibility of using

digital textbooks [(Q14), t(431.76)=-6.27, p = 0.00]; and their desire to know how digital

textbooks are better than the paper textbooks [(Q35), t(365.33)=-8.31, p = 0.00].


1, Informational


Q6. I have a very limited knowledge of digital textbooks.

Florida 209 3.10 2.00 -5.97 454.89 0.00*


Q14. I would like to discuss the possibility of using digital textbooks.

Florida 209 3.22 2.17 -6.27 431.76 0.00*


Q15. I would like to know what resources are available when we decide to adopt digital textbooks.

Florida 209 4.86 2.07 -1.35 427.21 0.18


Q26. I would like to know what the use of digital textbooks will require in the immediate future.

Florida 209 4.64 2.05 -1.80 417.92 0.72


Q35. I would like to know how digital textbooks is better than what we have now.

Florida 209 3.86 2.39 -8.31 365.33 0.00*


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The researcher also examined the details of Stage 2, Personal, the second peak stage for

Florida school librarians’ SoC. As Table 9 indicates, there is a statistical difference between the

two locations in this stage. Among the five survey items for Stage 2, Personal, three items' mean

scores are significantly different from those in the other region: South Korean school librarians

expressed much more intensity of concerns in Stage 2, Personal, because of their concern about

the changes in their professional status, [(Q7), t(399.44)=-5.48, p = 0.00], changes in teaching

[(Q17), t(403.42)=-5.35, p = 0.00], and changes in their roles [(Q33), t(401.41)=-4.22, p = 0.00],

rather than decision-making (Q13) or time and energy commitments (Q28).


2, Personal


Q7. I would like to know the effect of reorganization on my professional status.

Florida 209 3.81 2.37 -5.48 399.44 0.00*


Q13. I would like to know who will make the decisions in the new system.

Florida 209 4.63 2.20 -0.33 425.54 0.74


Q17. I would like to know how my teaching or administration is supposed to change.

Florida 209 4.07 2.21 -5.35 403.42 0.00*


Q28. I would like to have more information on time and energy commitments required by digital textbooks.

Florida 209 4.37 2.20 -1.38 419.23 0.17


Q33. I would like to know how my role will change when I am using digital textbooks.

Florida 209 4.33 2.20 -4.22 401.41 0.00*


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4.6 Summary

The findings of this study confirm that school librarians in both Florida and South Korea

express relatively high concerns about digital textbooks as an educational innovation. Florida

school librarians’ SoC represents ‘Negative One-Two Split’ user patterns, which has a higher

percentile in Stage 2, Personal, than Stage 1, Informational, the highest percentile occurring at

Stage 0, Unconcerned. This implies a resistance to digital textbooks as an innovation. Stage 0

also reveals that school librarians are more occupied with other activities or tasks. The researcher

examined the four factors in determining the relationship between SoC and school librarians’

characteristics, and all SoC profiles created in this study had the highest intensity of concern in

Stage 0. All profiles presented a relationship between SoC and participants’ characteristics, with

the biggest gaps occurring in Stage 5, Collaboration: participants’ teaching experience (19% gap

= ‘Less than 4 years‘ (55%) – ‘More than 15 years‘ (36%)), teachers’ technology adoption style

(40% gap= ‘Innovator‘ (68%) – ‘Late majority‘ (28%)), length of reading electronic or digital

books (19% gap= ‘More than 7hrs/ wk‘ (55%) – ‘Less than 1 hr & 1~3 hrs/wk‘ (36%)) and

frequency of reading electronic or digital books (28% gap = ‘Daily or almost every day‘ (59%) –

‘Less often & Not read e-books‘ (31%)).

South Korean school librarians’ SoC profile, on the other hand, represented a typical non-

user profile, which has more intensity in the Self stages: Stage 0, Unconcerned; Stage 1,

Informational; and Stage 2, Personal. All SoC profiles had the most intense concerns in Stage 0,

Unconcerned, implying participants’ concern towards other innovations, issues, or activities.

South Korean school librarians’ SoC profiles, in comparison to those in Florida, revealed the

largest gaps in the Impact stages. SoC profiles according to South Korean school librarians’

personal experiences show the biggest gaps in Stage 4, Consequence: how long the participants

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use electronic or digital books (34% gap= ‘Between three and seven hours‘ (82%) – ‘Less than

one hour per week' (48%)) as well as how often participants used electronic or digital books

(43% gap= ‘Daily or almost every day users‘ (86%) – ‘Non-e-book users‘ (43%)). The profile

pertaining to South Korean school librarians’ years of experience shows the biggest gap in Stage

5, Collaboration (21% gap= ‘Less than 4 years‘ and ‘4-6 years‘ (80%) – ‘More than 15 years‘

(59%)). In contrast, Stage 6, Refocusing, shows the biggest gap for teachers’ technology

adoption style (49% gap= ‘Innovator‘ and ‘Early adopter‘ (82%) – ‘Late majority‘ and

‘Laggards‘ (33%)).

RQ 3 asked about significant statistical differences in the stages of concern between

school librarians in Florida and South Korea. To answer this, independent t-tests were applied:

since Stage 0, Unconcerned, was the peak stage for both regions, and that Stages 1,

Informational, and 2, Personal, were the second peak stages both as well, the researcher tested

the mean differences of these stages between Florida and South Korea, revealing that South

Korean school librarians expressed more concern over these three stages. To investigate the

factors that created such differences, the researcher used a t-test for every survey question item.

For Stage 0, Unconcerned, South Korean school librarians’ higher means over the five questions

statistically differed from those in Florida in Stage 1, Informational due to South Korean school

librarians’ (a) limited knowledge, (b) strong desire to discuss the possibility of using digital

textbooks, and (c) desire to know how digital textbooks are better than the paper textbooks.

Moreover, stronger concerns about changes to professional status and teaching roles created

more intense concerns in Stage 2, Personal, for South Korean school librarians.

Based on the data presented in this chapter, Chapter 5 discusses interpretations,

implications, and recommendations by examining the conclusions based on the CBAM and the

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literature. In doing so, the researcher suggests interventions for school librarians to improve their

leadership roles in implementing digital textbooks.

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CHAPTER 5

DISCUSSION AND CONCLUSION

This final chapter discusses meanings of the Stages of Concern (SoC) profiles in two

different settings, Florida and South Korea. The research questions are restated and the

methodology of the study and results that were found are summarized. Also, the implications and

recommendations that can help school librarians enhance their leadership role in digital textbook

implementation are presented. Finally, the chapter covers limitations of the study and indications

for future research regarding school librarians’ leadership.

5.1 Summary

With rapidly advancing technology, information specialists must meet growing

information needs in order to bridge the gap between the new innovations and users (Bronstein

& Aharony, 2009; Callahan, 1991). In particular, school librarians’ leadership role in technology

integration has been growing (Dotson & Jones, 2011; Everhart, 2007; Everhart et al., 2012;

National Board for Professional Teaching Standards, 2012; Powell, 2013a). However, as stated

in Chapter 1, despite the growing importance of technology integration leadership and the

emergence of professional guidelines and organizations, there have been only a few studies

addressing how to actually improve librarians’ leadership. Therefore, this study suggests

customized interventions for each group of school librarians based on the stages of concern

regarding their leadership development. The research questions ask the peak stage of concern

and relationship between school librarians’ stages of concern regarding digital textbooks and

their characteristics in Florida and South Korea. Moreover, the last research question compares

the similarities and differences between the two places.

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To answer the research questions, the researcher applied the Stages of Concern

Questionnaire (SoCQ), a part of the Concerns-Based Adoption Model (CBAM). The CBAM

both provides a structure for testing research questions and guides the study to reach conclusions

about adoption concerns of school librarians (Hall & Hord, 1987; Hollingshead, 2009). The

survey questionnaire used for the study is the SoCQ—one of the methods used to assess the

stages of concern as interpreted by one-legged conferencing and open-ended concern statements.

The SoCQ is widely applied because of its usefulness in helping explain developing patterns for

perceived concerns and attitudes that individuals experience. The SoCQ is convenient and simple

for a researcher to manipulate and for participants to answer, because it consists of thirty-five

items using a seven-point Likert scale. Surveys enable researchers to collect a large amount of

data. When employing the survey method in research on the perception of librarians, the

researcher had the ability to examine sample individuals’ responses. The researcher could also

collect data at relatively low cost and test it relatively quickly.

Over a month-long period from the middle of November through the middle of December

in 2014, two surveys were conducted in Florida and South Korea. They obtained 209 and 259

completed responses respectively.

In order to answer the research questions, the researcher created the SoC profiles based

on the CBAM theory and found that school librarians had high concerns about digital textbooks.

The SoC of Floridia school librarians represents ‘Negative One-Two Split’ user patterns with the

peak at Stage 0, Unconcerned. All other profiles containing relationships between school

librarians’ stages of concern regarding digital textbooks and their characteristics likewise had the

highest concern at Stage 0, Unconcerned. Also, the biggest gaps in all profiles were found on

Stage 5, Collaboration. The SoC profile of Korean school librarians, however, presents a typical

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non-user profile. Interestingly, when it comes to the SoC profiles pertaining to school librarian

characteristics, the biggest gaps appeared over all the Impact concerns.

5.2 Discussion of Florida School Librarians’ SoC Regarding Digital Textbook Adoption

In section 4.2, a sufficient body of results are presented to investigate the first research

question. This section provides a closer look at the findings from Florida school librarians to

interpret the implications. Specifically, section 4.2 details the overall pattern of the Florida

school librarians’ SoC and the potential resistance that the findings suggest, and offers a closer

look at the peak stage.

Above all, the overall SoC profile depicts “Negative One-Two Split” user patterns, which

have a higher concentration at Stage 2, Personal than Stage 1, Informational. This pattern

suggests that participants are doubtful about digital textbooks, and that this hesitance can signify

future resistance to an innovation (George et al., 2013; Hord et al., 2006). The theory predicts

that when those introducing the innovation do not attempt to reduce the personal concerns of

school librarians this blocks them from giving objective consideration about digital textbooks

(George et al., 2013).

In addition to the One-Two Split, the researcher could discern one more caution sign to

note. Among the various categories pertaining to school librarians’ characteristics, the strongest

disparity between the high Stage 2, Personal, and low Stage 1, Informational (11% gap), was

discovered in the profile of school librarians with 10-15 years of working experience. While the

10-15 year work experience group had a 72% intensity of concerns in Stage 1, Informational,

their strength of concerns in Stage 2, Personal, was 83%. Since more intensive personal concerns

(Stage 2) can ruin the evolution of the process of implementing the higher stages, this group of

school librarians is likely to refuse to accept the implementation. Hall and Hord (1987) exhort

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the immediate resolution. The intervention to solve the expected issues with the intensive Stage

2, Personal, is detailed in section 5.5.

In addition, a profile with a “tailing-up Stage 6, Refocusing”—one that has a higher

concern on Stage 6, Refocusing than Stages 4, Consequence and 5, Collaboration —can provide

another warning that participants might react negatively to the innovation (George et al., 2013;

Hord et al., 2006). At its basic definition, Stage 6, the Refocusing stage, intimates that

participants focus on trying other ways to get more benefits from the innovation and devising

new ways to use or replace it with a more influential alternative. However, tailing-up Stage 6,

Refocusing, means that participants see more merit in other opportunities and are more interested

in how to do things differently (George et al., 2013) rather than being immersed in the use of

digital textbooks. The more precipitously a profile graph tails up, the more alarm it should raise.

In Florida’s profile, two cases displaying tailing-up Stage 6, Refocusing, were detected. The

biggest gap occurred in the late majority group, those who are skeptical about adopting an

innovation and are fond of tradition. While participants who were included in the late majority

group expressed a 28% intensity of concern on Stage 5, Collaboration, they possess a 34% of

concern on Stage 6, Refocusing. Moreover, participants who do not read e-books suggest the

same potential resistance. Their intensity of concern on Stage 6, Refocusing (34%) was slightly

higher than Stage 5, Collaboration (31%). The leaders and policy makers should take note of this

potential resistance.

On a closer view of Stage 0, Unconcerned, the findings of the SoC profile correspond

with previous studies. Among the five items contained in Stage 0, Question 21, “I am

preoccupied with things other than digital textbooks” and Question 30, “Currently, other

priorities prevent me from focusing my attention on digital textbooks” had the highest average

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answers (M=4.45 and M=4.19 respectively). As several studies point out, one of the main factors

which inhibit school librarians’ technology integration is lack of time (Johnston, 2011; Hughes-

Hassell and Hanson-Baldauf, 2008; Martin, 2011), and these questions also confirm that the

survey subjects were pressed for time. The findings also support Martin’s (2011) assertion that

one of the identified barriers for school librarians to demonstrate leadership is other assigned

duties. In sum, for the successful implementation of digital textbooks, it is required for school

librarians to have more time involved with digital textbooks and the opportunity to plunge deeper

into this innovation.

Lastly, the study affirms that participants who have more than 15 years of teaching

experience, are innovators, read e-books longer and more often and have more than 15 hours

training had lower Unconcerned (Stage 0) scores. This suggests that prior teaching experience

and technology use, along with an assertive attitude toward the innovation, are key elements in

lowering the scores on Stage 0.

5.3 Discussion of South Korean School Librarians’ SoC Regarding Digital Textbook

Adoption

The concerns of the Korean school librarians tended to fall within the first three stages,

Stages 0, Unconcerned; 1, Informational; and 2, Personal. This section examines the overall

pattern of the Korean school librarians’ SoC, including the meaning of highly concerned Stage 1,

Informational, and the potential resistance to embracing digital textbooks.

Overall, Korean school librarians expressed high Self concerns in Stages 0, Unconcerned;

1, Informational; and 2, Personal. This mirrors a typical non-user profile, and indicates that

school librarians were not fully aware of digital textbooks and were more focused on other

responsibilities. However, the high percentages of concern in Stages 1, Informational, and 2,

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Personal, also suggest that they are open to digital textbook implementation and need more

information about the innovation (George et al., 2013). Moreover, high concerns at Stage 3,

Management, imply that the librarians focused on the processes and tasks of using digital

textbooks and were interested in the best use of information and resources related to digital

textbooks. They were interested in issues about how to improve efficiency, organize jobs,

manage times and schedule the implementation. For the whole pattern, the Stage 6, Refocusing

tailed down at the end of the curve. This conveys that Korean school librarians did not have an

opinion about opportunities that could compete with digital textbooks.

If Stage 0, Unconcerned, is eliminated from consideration in the Korean SoC profile,

Stage 1, Informational, is the stage with the highest concern. George et al. (2013, p. 8) describe

the high concern on Stage1, Informational:

The individual indicates a general awareness of the innovation and interest in learning

more details about it. The individual does not seem to be worried about himself or herself

in relation to the innovation. Any interest is in impersonal, substantive aspects of the

innovation such as its general characteristics, effects, and requirements for use.

This result is in accord with Hughes-Hassell and Hanson-Baldauf’s (2008) research,

which states that one of the barriers to technology integration was a lack of knowledge about

how to use the technology, both personally and instructionally. Since the Stage 1, Informational,

score was higher than the Stage 2, Personal, score, it can indicate that Korean school librarians

retained “a positive and proactive perspective, with little fear of the personal effects a specified

innovation might have” (George et al., 2013, p. 40).

An analysis of the findings determined that the factors stimulating Stage 1, Informational,

concerns were having less teaching experience, a faster innovation adoption style, reading e-

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books longer and more often and longer training sessions. In particular, the SoC profile of novice

school librarians noted those who have the least teaching experience have the greatest need for

information about digital textbooks.

In terms of the potential resistance, there was only one group that showed both the one-

two split pattern—which was rarely discovered—and tailing-up Stage 6, Refocusing, as well. A

group of e-book non-readers has higher intensity of concern at Stage 2, Personal (98%), than

Stage 1, Informational (93%). Also, their Stage 6, Refocusing, concern (60%) showed more

intensity than Stage 5, Collaboration (59%). When it comes to the digital textbook

implementation, the non-readers can be a serious counterforce. For this group, since they do not

have any experience or interest in using e-books, an active discussion about the needs for the

new type of education innovation and detailed instruction about digital textbooks, are needed, as

opposed to relying on one-directed compulsion.

In Korea's case, various groups expressed tailing-up Stage 6, Refocusing, which implies

a negative attitude of school librarians toward digital textbooks. Among the four characteristics,

the sub-category pertaining to how fast they adopt the innovation was the one that showed the

biggest gaps. “Innovators” had an 8% (Stage 5=84% and Stage 6=92%); “late majority” had a

9% gap (Stage 5=48% and Stage 6=57%); and “laggards” had a 13% gap (Stage 5=44% and

Stage 6=57%). Participants who had more than 15 years working experience had a 14% gap

(Stage 5=55% and Stage 6=69%). In particular, this most experienced group showed the biggest

gap among all categories. In terms of working experience, the longer the librarians had been

working, the bigger the gap that was noticed. School librarians with 7 to 10 years of working

experience had a 5% gap (Stage 5=68% and Stage 6=73%); those with 10 to 15 years working

experience showed a 1% gap (Stage 5=68% and Stage 6=69%). Unexpectedly, the most highly-

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trained school librarian group demonstrated the tailing-up Stage 6, Refocusing, pattern. The

strength of concern at Stage 6, Refocusing, of the group with more than 12 hours training

reached 12%, while Stage 5, Collaboration remained at 80%. In addition to these groups, the

groups who read e-books for less time and less frequently showed one to three percent gaps.

5.4 Discussion of Educational Culture in Florida and South Korea

In this section, the researcher analyzes the educational systems that influence individual

school librarians’ concerns about digital textbook implementation based on the results from

Research Question 3. Since the SoCQ is specialized to identify individual perceptions and is a

part of understanding the dynamics of school and changes, more consideration to affecting

individual concerns is required (Hall, 2013). By describing the school ecology and education

culture related to the highest and second highest stages of concern, the study attempts to provide

broader perspectives to look at the concerns of individual participants and to address context

pertaining to the dissemination of digital textbooks that previous literature revealed.

Research Question 3 discerned the differences between the Florida and South Korea SoC

profiles. The differences between the highest and second highest stages of concern were

identified and the main factors influencing the differences were determined. Table 10 outlines

the results from Research Question 3.

In terms of Stage 0, Unconcerned, school librarians in both settings expressed the highest

intensity of concerns. The study confirmed that there was widespread apathy about digital

textbooks among the participants. This finding echoes previous research. Hughes-Hassell and

Hanson-Baldauf (2008) report the lowest competency in emergent technology tools use. Powell

(2013b) concludes that school librarians are less likely to be aware of tasks dealing with

collaboration and technology that are not included in their job descriptions.

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Table 10. The Statistically Significant and Insignificant Differences between Two Locations' SoC

Profiles

Statistically Significant Differences

(Korean school librarians expressed more concern.)

Statistically Insignificant Differences

Stage 0,

Unconcerned

- Interested in another innovation

- No interest in digital textbooks

- Preoccupied in others

- No time - Other priorities

-

Stage 1,

Informational

- Limited knowledge

- Eagerness to discuss the possibility of using

digital textbooks

- Desire to know how digital textbooks is better

than what we have now

- Curiosity about available

resources

- Interest in the use of digital

textbooks

Stage 2,

Personal

- Desire to know the effect of reorganization on

their professional status

- Inclination to know about changes in teaching

or administration

- Aspirations to know role changes

- Curiosity about changes of

decision making personnel

- Desire to know about time

and energy commitments for

digital textbooks

One of reasons behind school librarians’ indifference, as analyzed by previous research,

is that the decisions related to digital textbooks were directed and organized by a governing body

via centralized administrative structure (Daft, 1978; Hannon, 2009; Rouse, Hannaway,

Goldhaber, & Figlio, 2013; Sánchez, Salinas, & Harris, 2011; Shin, 2010). The studies agree that

various top-down projects and initiatives for school reform did occur; the process, though, made

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school culture more rigid, and educators were therefore easily unconcerned about the innovation.

In particular, Korean school librarians expressed a level of indifference that was statistically

significantly higher. As a result, the literature paid particular attention to the imbalance between

a bureaucratic, government-led project and autonomic teachers (Park & Jeong, 2013; Sánchez et

al., 2011). Since the Korean War, the Korean government has led various educational

innovations. This top-down structure incurred not only inflexible curricula and one-sided

lectures, but also a very conservative use of information and communications technology (ICT)

in classes (Sánchez et al., 2011). However, based upon deep-rooted Confucian tradition, teachers

have more autonomy over the courses and they exercise more leverage in deciding the use of

educational technologies, regardless of the obligatory nature of school reform (Shin, 2010). This

disproportion between a government-driven school reform initiative and teachers’ resistance to

the reform has brought a conservative use of ICT and insufficient instructional models (Park &

Jeong, 2013; Sánchez et al., 2011). The study repeats this state of tension in digital textbook

implementation.

The results verified that school librarians in both locations also have higher concern

about Stage 1, the Informational stage. The survey discovered that school librarians were

interested in obtaining more information about digital textbooks. Specifically, as Table 8 depicts,

school librarians expressed great interest in the available resources in Florida (M=4.86, the

highest intensity among five survey items for Stage 1, Informational) and South Korea (M=5.11,

the second highest intensity). It may reflect the fact that neither place has prepared any concrete

plans for digital textbooks. Furthermore, school librarians in Florida faced challenges when it

was decided that each district school board should spend at least 50% of the instructional

materials funds to purchase digital or electronic instructional materials beginning in the 2015-

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2016 fiscal year (The Florida Senate, 2011). School librarians are responsible for making

informational materials available (Florida Statutes, Title XLVIII K-20 Education code, 2012).

Changes in collection development without corresponding adjustments to budget would require

school librarians to monitor this resource issue.

Kang and Everhart (2014e) find that Florida school librarians' greatest concerns related to

the adoption of digital textbooks are focused on resources - budgeting (20.5%) and infrastructure

issues such as Internet access (9.6%), devices (8.9%), and hardware (7.9%). In particular, Florida

recommends schools adopt a Bring Your Own Device (BYOD) policy to meet the 1:1 goal

(Florida's Digital Instructional Materials Work Group, 2013) but has not provided a solution for

students who cannot afford devices. It seems logical that each school district should support

students from low-income families, but this presents an equity issue such as in Miami-Dade

county public schools. Noted in their digital classrooms plan (Miami-Dade County, 2014) is that

only 14-25% of families are likely to participate in BYOD programs. For a successful

introduction of digital textbooks, equity issues need to be addressed and improved.

On the other hand, Korean school librarians have unique anxiety about resources, since

the Korean government has provided the necessary resources to push for innovative ICT

practices, and some private companies are collaborating with research organizations to expand

educational hardware and software (Sánchez et al., 2011). This one-way adoption would exclude

school librarians from the discussion about the use of digital textbooks and the process to

develop collections. Again, it is possible for this absence of conversation to bring more eagerness

to discuss the possibility of using digital textbooks and an increase in the desire to know how

digital textbooks are better than the existing resources.

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In terms of Stage 2, Personal, concern, school librarians in both locations expressed a

high level of concern. As mentioned above in section 2.2.1, the altered role of school librarians

has yet to be agreed upon. However, the environment that school librarians have encountered in

school libraries is not currently amenable to e-books, which can be an initial model of digital

textbook service. Library Journal, and School Library Journal (2014) conducted a survey of

1,271 school librarians which indicated that only 66% of library media centers nationwide

provide e-books to students and faculty. Also, the collection size for e-books remains fairly low;

there are an average of 189 digital titles per school library while the median number of print

books is 11,300. The small collection size is not the only hindering factor; the lack of e-readers is

another obstacle for e-book service. Still, the top method by which students utilized the e-book

collection was “school desktop computers,” selected by 68% of respondents.

In South Korea, no statistics can be found in regards to the relationship between school

libraries and e-book services when the libraries are providing e-book service through the local

Ministry of Education (D. Lee, personal communication, July 3, 2013). Distinctly, the rate of

concern that Korean school librarians expressed on the Personal stage is statistically significantly

higher than those in Florida. One of the various reasons that Korean school librarians are worried

about their roles is the complicated position structure and job insecurity. Although school

librarians’ job security in Florida has been lowered, there is only one level of school librarian

position and the path to achieving the position is very clear. In the U.S., one needs one needs

certification earned from the state's board of education to be a school librarian. According to

Florida Statutes (2012), in chapter 1012.55 “Positions for Which Certificates Required,” the

Statutes clarify that library media specialists in Florida should “hold the certificate required by

law and by rules of the State Board of Education in fulfilling the requirements of the law for the

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type of service rendered” (para. 1). However, in Korea, the School Library Promotion Act, by the

Ministry of Education (2008), identifies three kinds of school librarians in its Article 2 in Section

4, 5 and 6. The certification processes vary according to the position.

4. The term "library teacher" means a person who is in charge of the affairs of a school

library with a library teacher certificate under Article 21 of the Elementary and

Secondary Education Act;

5. The term "practical education teacher" means a person who is in charge of the affairs

in a school library with a certificate of practical education teacher after the completion of

library and information science or library science under Article 21 of the Elementary and

Secondary Education Act;

6. The term "librarian staff" means a person who works in a school library with the

qualifications under Article 6, Paragraph 2 of the Library Act (para. 2).

According to the law, only a “library teacher” has an educational background and a

school library degree. This becomes critical because the School Library Promotion Act allows

schools to hire practical education teachers or librarian staff instead of library teachers. Practical

education teachers and librarian staff do not need to have an educational background, and most

of them are part-time employees. More seriously, the total number of these three kinds of staff

working in schools does not reach even half of the country’s libraries (Ministry of Education,

2013).

In conclusion, this section includes some aspects of school culture that affect school

librarians’ concern. In order to address human resource issues pertaining to the diffusion of

digital textbooks and to provide timely support and appropriate assistance to facilitate the

adoption of digital textbooks, this study analyzes the similarities and differences of culture and

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educational background that influence individual school librarians’ concerns about digital

textbook implementation. Not only various similarities, such as the textbook reforms and their

roles, top-down innovation or continuous attempts to improve students' achievement, but also the

differences, such as school librarians’ roles, use of e-books, purpose of digital textbook

implementation or teacher resistance provide an opportunity to closely look at school librarians’

concern. For successful implementation of digital textbooks, it is worth noting Waldron and

McLeskey’s (2010) assertion. They argue that collaborative cultures are required, and distributed

leadership is indispensable in order to overcome the culture where teachers typically work in

isolation utilizing traditional professional development, which has been shown to be ineffective.

5.5 Interventions for School Librarians in Florida and South Korea

This study aims to identify the most efficient way for school librarians to be leaders in

integrating digital textbooks in their schools. A simple assessment of their personal concerns,

however, is insufficient for providing practical plans of action (Hall & Hord, 1987). CBAM

researchers therefore developed incident intervention, “an action or event or a set of actions or

events that influences use of the innovation” (Hall & Hord, 1987, p.143). This series of events

comes in various shapes and sizes, the key criteria for which are 1) the presence of action(s) or

event(s) and 2) an observable effect (or potential for an effect) from using the innovation (Hall,

1979, p.31).

To provide practical advice for school librarians implementing digital textbooks,

therefore, this section introduces interventions used by CBAM theorists, integrating various

events, which can in turn become interventions for school librarians. To offer comprehensive

suggestions, the researcher integrated at the end of the section professional development ideas

from previous research that have dealt with support strategies for school librarians.

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Hall and Hord (1987) offer example interventions for each stage of concern. For Stage 0,

Unconcerned, the authors emphasize the requirement of expressing little concern about

innovation. Events that link the innovation to teachers’ significant areas of interest are very

important—sharing information to increase school librarians’ interest and encouraging

individuals to talk about the innovation with others are helpful in particular. In this study, school

librarians in Florida and South Korea expressed highest concerns during Stage 0. It is therefore

critical to provide them the opportunity to converse and exchange information about digital

textbooks.

For school librarians who were highly unconcerned, interventions, including “involving

teachers in discussions and decisions, sharing information to arouse interest and taking steps to

minimize gossip and inaccurate information,” can be provided (Hord et al., 1987, p. 44). For

example, information-exchange strategies, such as daily conversation, guest speakers, brochures,

periodicals, one-on-one conversations, and vendor presentations, can arouse interest for digital

textbooks. As professional development methods this study recommends attending

college/graduate school, participating in conferences, school visits, short media presentations,

and workshops. Administrators can help school librarians to develop supportive organizational

arrangements, broadcast information/materials, and provide consultations so as to reinforce

administrator advocacy and support by holding sessions to share educators' feelings about digital

textbooks and trainings. Associations such as the Florida Association for Media in Education

(FAME), listservs such as LM_NET, and public libraries’ e-book classes will excite school

librarians’ interest in digital textbooks. Most 21st century professional development methods will

prove beneficial to unconcerned school librarians.

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For Stage 1, Informational, educators need to know the realistic expectations related to

benefits and costs of an innovation by providing them with general information. Educators need

to learn how the innovation would differ from current practices, as well as have the opportunity

to experience the best practice by visiting other schools, classes, or meeting others involved with

the innovation.

Most information exchange strategies, including “face-to-face conversations, brief reports

during staff meetings, newsletters, and press releases” (Hall & Hord, 1987, p. 71) as well as

administrator advocacy, support, and rap sessions, will prove useful for school librarians to

obtain more information. Also, various information exchange strategies such as guest speakers,

brochures, periodicals, small groups, staff meetings and vendor presentations, professional

development and administrative can work as interventions for school librarians who have

intensive Stage 1 concern. In addition, previous research shows that various 21st century

professional development methods are the effective ways to deliver the related information to

school librarians.

Since all participants in Florida and South Korea expressed high levels in Stage 1,

Informational, these findings indicate that both a) less-experienced school librarians, laggards,

and school librarians who read e-books a few times a week in Florida and b) less-experienced

school librarians, early adopters, and school librarians who read e-books frequently and longer in

South Korea require interventions for Stage 1, Informational.

To assist those with high concerns in Stage 2, Personal, on the basis of personal concerns,

educators need help to understand how they should prioritize innovations over other jobs in

terms of time and energy. Hall and Hord (1987) strongly emphasize, moreover, the importance

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of encouraging the gradual use of innovation. The authors thus take precautions against all-

encompassing or coercive applications.

Individuals with high Personal concerns will benefit from most information exchange

strategies and 21st century professional development. The most important of these is

administrative support: Hord and Thurber (1982) pinpoint several ways that can provide personal

support, such as developing supportive organizational arrangements, broadcasting information

and materials, holding grade-level meetings, providing consultations/reinforcements, rap

sessions, and trainings. For example, school librarians who have already demonstrated their

leadership in digital textbooks can work with education authorities to develop role models for

other school librarians and would be an important intervention in this stage.

Although school librarians who participated in this study did not have higher concern in

Stage 3, Management, they have become a subject of interest in digital textbook implementation.

In fact, Florida state reports urge school librarians to play pivotal roles in the transition to digital

learning. According to Florida Statutes K-12 education codes, school librarians should be on the

“Digital Content Committee” to evaluate digital content (Florida's Digital Instructional Materials

Work Group, 2013). They also argue that computer vendors should provide training for school

librarians, so that they can run IT help desks.

In order to provide practical advice for school librarians with higher concerns in Stage 3,

Management, Hall and Hord (1987) suggest 1) providing hands-on answers to demonstrate how

to “fit” the innovation rather than add a new job; 2) establishing a plan or timeline to accomplish

simple and specific jobs; and 3) demonstrating exemplary cases for successful or unsuccessful

practice. The authors, however, are strongly wary of providing all day “how to” workshops to

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demonstrate the innovation. Instead, they suggest the employment of in-house experts, hot lines,

regular newsletters, and manuals.

Specific mediums for providing interventions are small groups, staff meetings, supportive

organizational arrangements, rap sessions, and trainings. Above all, professional development

technologies are most valuable. The Web 2.0 technologies such as blogs, Facebook, instant

messaging, live streaming videos, online chats, online courses, podcasts/vidcasts, Twitter,

videoconferencing (Skype), webinars, and Wikis allow school librarians to communicate with

each other, vendors, or administrative personnel. The simple understanding of using these

technologies is a strategy that school librarians may embrace and employ.

School librarians with concerns in Stage 4, Consequence, need continuous

encouragement rather than unilateral instructions. People in this group require opportunities to

refine their use and promote their skills. School librarians who are interested in Stage 4,

Consequence, might locate free and downloadable educational resources or training materials for

digital textbooks, or build a collection which links digital textbook curriculum with relevant

resources.

Although they did not require interventions as much as other groups, Florida school

librarians with 10–14 year working experiences who read e-books a few times a week and had

long training experience were motivated by encouragement from others. For South Korean

school librarians who are e-book heavy users, however, the special attention is required in Stage

4, Consequence. Since Korean school librarians expressed the biggest gaps in Stage 4,

Consequence, according to the length and frequency of e-book use, interventions should be

implemented for heavy users of e-books first. Again, the 21st century professional development

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technologies would help school librarians better serve students better because they are

convenient to share and illustrate prime examples of digital textbooks.

Since school librarians with concerns in Stage 5, Collaboration, are more likely to be

leaders of a change effort, it is beneficial to engage them with advocacy and the promotion of

collaborative work and committee activities to bring out their expertise in educating other

colleagues. Identical interventions in Florida are not advisable for Stage 5, Collaboration, as

Florida school librarians revealed very different intensities of concerns in this stage. It is thus

necessary to customize interventions for novices, innovators, and heavy users of e-books. For

South Korea, on other hand, novice school librarians need tailored, special care to promote their

collaboration since they had the biggest gap in Stage 5, Collaboration.

The specific interventions to facilitate and encourage Stage 5, Collaboration, include

exchanging ideas, improving group work skills and resources through an organizational

development expert, and demonstrating school librarians’ work with colleagues who have less

knowledge (Hall & Hord, 1987). However, the best promotion of collaboration and awareness is

engagement with the community, which includes participating in associations, obtaining mentors

or peer support, and collaborating with public libraries. In Florida, professional organizations

such as the Florida Association for Media in Education (FAME) and the Florida Educational

Technology Conference (FETC) could recognize model programs with awards.

School librarians with Stage 6, Refocusing concerns, are self-initiated and have their own

goals. In this respect, appropriate directive actions are required to change those goals towards

productive uses of the innovation. It is important to allow principals and team leaders to take

action regarding those concerns.

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Stage 6, Refocusing, suggests that school librarians with high concern should be

encouraged to take action through productive direction (Hall and Hord, 1987). This stage allows

them to conduct a pilot test with the support of resources and materials. Various conversation

exchanging opportunities such as small groups, staff meetings, conferences, workshops, online

chats, podcasts/vidcasts, Twitter, videoconferencing, and webinars might encourage school

librarians to explore more benefits from digital textbooks.

Table 11, Intervention Strategies for Addressing User Concerns for Digital Textbook

Integration, exhibits the possible strategies that can support school librarians to develop their

leadership or alleviate school librarians’ concerns at a certain level. The overall categories and

suited strategies were adopted from the research of Petherbridge (2007), consisting of the five

categories: information exchange, professional development, support – administrative,

community and 21st century professional development. The researcher marks the suggestions

that CBAM theorists’ make in bold. The 21st century professional development methods were

newly added according to previous research.

Interventions will be useful to the groups that expressed the higher concerns all over the

stages or the specific stages. These are especially suggested for laggards, late majority groups,

heavy users of e-books, highly trained groups in Florida, as well as less experienced school

librarians, innovators, heavy users of e-books, and highly trained groups in South Korea. In

particular, Korean school librarians expressed the biggest concern gap according to the speed

with which they adopt innovation. Interventions should therefore be designed for innovators and

early adopter groups.

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Table 11. Intervention Strategies for Addressing User Concerns for Digital Textbook Integration

Potential Interventions Suited Intervention

for Each Stage of Concern References 0 1 2 3 4 5 6

INFORMATION EXCHANGE

Conversations v v v v v v v Hall & Hord, 1987

Guest speakers v v v Petherbridge, 2007

Mailed brochures v v v Hall & Hord, 1987

Newletters / Manuals v Hall & Hord, 1987

One-on-One conversations v v v v Harvey, 2012

Periodicals v v v v Hornung, 2012

Small groups v v v v v v Harvey, 2012

Staff meetings v v v v v v Harvey, 2012

Vendor presentations v v Petherbridge, 2007

PROFESSIONAL DEVELOPMENT

Attending college or graduate school

v v v Harlan, 2009; Harlan, 2009; Hornung, 2012

Conferences v v v v v v v Hall & Hord, 1987; Harlan, 2009; Mitchell, 2012

School visits v v v Hall & Hord, 1987

Short media presentations v v v Hall & Hord, 1987

Workshops v v v v v v v Hall & Hord, 1987; Harlan, 2009; Mitchell, 2012

SUPPORT - ADMINISTRATIVE

Developing supportive organizational arrangements

v v v v v v v Hord & Thurber, 1982

Dissemination: Broadcasting information and materials

v v v Hord & Thurber, 1982

External communications v v v v Hord & Thurber, 1982

Grade level meetings v v v Hord & Thurber, 1982

Monitoring and evaluation v v v Hord & Thurber, 1982

Providing consultations and reinforcements: Administrator advocacy and support


Rap sessions: Sharing educators' feelings or idea about digital textbooks


Trainings v v v v Hord & Thurber, 1982

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Table 11. (continued).

Potential Interventions

Suited Intervention for Each Stage of Concern References

0 1 2 3 4 5 6

COMMUNITY

Associations v v v v v v v Hornung, 2012; Mitchell, 2012

Listservs v v Harlan, 2009; Mitchell, 2012

Mentors / Peer support v v v v v Hord & Thurber, 1982; Mitchell, 2012

Professional Learning Communities (PLC)

v v v v Harvey, 2012

Professional Learning Networks (PLN)

v v v v Harlan, 2009

Public libraries v v v v Hornung, 2012

21ST CENTURY PROFESSIONAL DEVELOPMENT

Blogs v v v v

Harlan, 2009; Harvey, 2012; Hornung, 2012; Mitchell, 2012

Facebook v v v Mitchell, 2012

Instant messages v v v v v v v Mitchell, 2012

Live streaming videos v v v v Mitchell, 2012

Online chats v v v v Mitchell, 2012

Online courses v v v v v v v Harlan, 2009

Podcasts/Vidcasts v v v v Harlan, 2009

Twitter v v v v v v v Harlan, 2009; Mitchell, 2012

Videoconferencing (Skype) v v v v Mitchell, 2012

Webinars v v v v v v v Harvey, 2012

Wikis v v v v Harlan, 2009; Harvey, 2012; Hornung, 2012

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5.6 Implications and Recommendations

This study investigates the perceptions and concerns of school librarians in Florida and

South Korea about using digital textbooks within a planning period. Based on the results given

above, this section considers the implications and offers recommendations—not only for the

sample populations, but also for a broader audience of school administrators, educational

policymakers, other educators, and library professionals.

5.6.1. Recommendations for Practice

5.6.1.1 School librarians. This study confirms that school librarians in both Florida and

South Korea represent populations that are non-users of digital textbooks. The SoC profiles from

participants in both regions were thus able to offer predictions on the areas of potential

resistance: Florida school librarians expressed more personal rather than informational concerns,

while Korean school librarians showed refocusing rather than collaboration concerns. The peak

stage for both regions was in Stage 0, Unconcerned, which means that participants were

occupied with other issues besides digital textbooks.

As the implementation of digital textbooks is imminent, thus, a top priority for school

librarians would be to initiate conversations about digital textbooks and introduce interventions

to relieve such concerns. For example, there are clear signs of school librarians lacking an

understanding required for integrating technology (Stage 0, Unconcerned), and that school

librarians feel they do not have enough time to spend on digital textbooks. Thus, efforts to share

relevant information, encourage and motivate school librarians’ use, and enhance publicity of

digital textbooks are imperative. Martin, V. D. (2011) indicates that as concrete measures

professional development opportunities help school librarians.

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Lastly, school librarians should acknowledge the need for interventions on Impact

concerns (Stages 4, Consequence; 5, Collaboration and 6, Refocusing). As soon as schools

incorporate digital textbooks, school librarians are more likely to become leaders in

disseminating that technology: providing formal instruction or classes on technological skills is

perceived as school librarians’ task (Powell, 2013c; Smith, 2013). School librarians should thus

not only understand how to model the best instructional practices and advocate educational

programs for all learners, but also develop programs and curricula that meet schools’ or districts’

initiatives (National Board for Professional Teaching Standards, 2012). Also, school librarians

need to educate students and teachers on educational multimedia equipment and materials.

5.6.1.2 School administrators. The study identifies several potential groups to have

resistance. As digital textbooks’ implementation is about to be realized, it is strongly recommend

to provide training, assistance, emotional and technological support as quickly as possible,

especially for groups who expressed more intense concern. At the same time, it cannot be

ignored that proper curriculum and pedagogy need to be developed for school librarians who

have more concerns at higher stages; thereby, they can keep developing their leadership in

embracing digital textbooks.

School administrators should also remember that supporting interpersonal relationships is

key for practicing leadership roles in technology integration (Johnston, 2011; Smith, 2013). In

particular, supportive principals and teachers are the most critical aspects to technology

integration (Johnston, 2011), and introducing digital textbooks will be no different.

5.6.1.3 Educational policy makers. Florida expects the transition to digital textbooks

will reduce school spending (Natale & Cook, 2012) while South Korea expects to slowly

eradicate chronic private education by implementing digital textbooks (J. H.-Y. Kim & Jung,

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2010). Whatever educational policymakers believe, if the government truly believes that digital

textbooks are necessary for education systems in the 21st century, they should be aware of school

librarians’ concerns: providing relevant interventions is vital to digital textbook implementation.

In addition, policymakers need to listen to Hall & Hord (1987), the authors of the CBAM,

who underline that 1) Florida school librarians with strong concerns in Stage 2, Personal, need

continuous encouragement and 2) it is useless to impose the values of digital textbooks on school

librarians—rather, constructive and encouraging conversations with a full exchange of views is

required. For South Korean school librarians with strong concerns in Stage 6, Refocusing, policy

makers should establish clear-cut lines of authority and responsibility. Since such school

librarians have a great potential to become leaders in integrating digital textbooks, policymakers

should allow them to pilot test digital textbooks by offering opportunities to access relevant

materials and resources.

5.6.1.4 Library and information science education. As previous research states, school

librarians’ educational and professional activities are essential parts in leading technology

integration (Forrest, 1993; D. Smith, 2010), as they provide educational programs with curricula

that stimulate librarians to have more leadership and change their perceptions. Therefore, this

study suggests that library and information science educators meet the requirements of the 21st

century by strengthening their education programs. In the short run, programs need to cover the

issues for Self SoC by providing general information for school librarians about digital

textbooks, offering substantive aspects of digital textbooks, and explaining school librarians’ role

and relationship within the school structure. In the long run (at least within three years), the SoC

profile is predicted to move towards higher stages of concern. Thus, consideration about how to

maximize the impact of digital textbooks on students, how to collaborate with other colleagues

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and community members, and how to explore additional benefits must be taken. For those

beyond their college degrees, universities can offer professional development opportunities for

successful ways to integrate digital textbooks.

5.6.1.5 Other educators. The introduction of new technology will not be successful if

school librarians are on their own. Collaboration within learning communities is very important

when school librarians introduce instructional technology (International Society for Technology

in Education (ISTE), 2012; Johnston, 2011; National Board for Professional Teaching Standards,

2012; Powell, 2013c). This collaboration, however, is not as common as it should be (Everhart et

al., 2012) and school librarians are no longer considered the only technology integration experts

within schools (Johnston, 2013). In order to successfully implement digital textbooks, other

educators need to cooperate with school librarians in introducing innovations, sharing their

strategies and communicating as a team.

5.6.2. Theory

Although the CBAM is a convenient tool for measuring individual’s concerns, it

possesses a theoretical weakness. As mentioned in section 2.3.2, the concerns in CBAM refer to

a psychological action based on personal make-up, prior knowledge, and prior experience when

facing new experiences or environments to evaluate the need for improvement or change (Hall &

Hord, 1987). It cannot, therefore, measure teachers’ positive perceptions (Straub, 2009). Since a

concern in and of itself does not have any negative or positive meaning, researchers should

recognize that the CBAM does not measure individual preference levels.

According to this study, librarians may resist through their concerns, but they may also

enjoy digital textbooks. It was hard for not only the researcher but also participants to grasp the

real meaning of an operational definition of concern, particularly, when the researcher developed

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the Korean version of the SoCQ, wherein selecting each word to translate the meaning of

“concern” proved convoluted. The term “concern” can be misunderstood as either a positive

word, such as “interest,” or as a negative word, such as “worry” (Newhouse, 2001; Straub,

2009). It would thus be better for the CBAM to provide a memo or promote helping researchers

and participants fully understand the intended meaning of “concern,” as it seems worthwhile to

categorize, subdivide, and thus define that word.

5.7 Limitations and Future Study

Special caution should be exercised for the implications and recommendations from this

study because of the limitations presented below.

5.7.1. Limitations

George et al. (2013, pp. 55–56) confirm that SoCQ can serve as a diagnostic tool, but

should not be used for screening or judging. As an initial research, this study does not aim to

screen or judge school librarians’ concerns, even though this is true that the results can be used

for judging participants’ skills or abilities and the interventions can be distorted. Again, the

researcher believes that identifying and understanding the issues and concerns from school

librarians can help inform human resource departments of librarians’ concerns. Also, the findings

provide implications and recommendations to help educational policymakers and school

administrators identify school library issues that require further attention and resources.

This study also did not fully apply all three dimensions of the CBAM theory. In order to

answer the research questions, the study integrated the CBAM while using the SoCQ in the

CBAM as an instrument. Although all three dimensions of the CBAM were not applied in this

study, the SoCQ made a diagnosis of school librarians as a preliminary study. As digital

textbooks are disseminated, LoU and IC can be employed in future research in order to

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comprehend an overall view of digital textbook initiatives. Moreover, this study tested one of

three offered techniques—the SoCQ—to assess the stages of concern about innovation. Also,

since CBAM researchers provide three various ways (one-legged conferencing, open-ended

concern statements, and SoCQ) to identify school librarians’ concern, further studies need to

apply the other two methods. At the very least, researchers should analyze open-ended questions,

such as “When you think about digital textbooks, what are you concerned about?” (Hall & Hord,

1987, p. 66). This additional question will enable researchers not only to obtain an individual’s

own narrations about digital textbooks, but also to obtain “a great deal more about what the

concerns are about” (p.67).

The results from this study may not be applicable to all educators. Although the research

questions were derived from the previous literature and the CBAM framework, the results from

this study should not be generalized to represent other school librarian groups. Nevertheless, the

investigation of school librarians’ understanding and current appreciation in two distinctive

places—Florida and South Korea—provide practical frames of reference for other states or

nations embarking on digital textbook innovation.

As with other research methods, the analyses of the data can be influenced by the

researcher’s own disposition or world view. The researcher applied a reliable tool, which is the

SoCQ, and tried to determine school librarians’ stages of concern in a detached way, and tried to

respect any participants’ advice, comments, and feedback about their stages of concern. With a

belief that whatever respondents’ comments were, their reactions reflect their concerns, the

researcher tried to take note of participants’ reactions.

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5.7.2. Future Studies

As an initial study, this project can be continued with various directions. Here are several

suggestions for further investigation:

1. Conducting longitudinal studies to identify the dynamics of school librarians’ concern

and evaluating the effectiveness of various trials. Further research, moreover, should

track strategies that have successfully supported school librarians in adopting digital

textbooks (depending on their SoC). Such studies would also supply a model for future

technological innovations, providing a salutary lesson for their implementation by

measuring SoC before and after particular interventions or comparing several areas which

have different interventions.

2. Determining school librarians’ Levels of Use (LoU) of digital textbooks depending on

their level of involvement in librarian practices and experiences, thus enabling school

administrators to determine more efficient ways to help school librarians’ use digital

textbooks. This can also act as an initial inquiry examining school librarians’ LoU of

educational technology. Since LoU assesses people’s behavior, researchers should use a

focused interview with intensive observation (Hall & Hord, 1987), starting with open-

ended questions and then closing in on a particular step.

As a simpler technique, the “one-legged conference” format is suggested, which

starts with broad questions and gradually focuses to category-specific probes (p.96).

Again, LoU provides “the framework considering and describing the change process in

ways that respond to policymakers’ needs for accountability” (Hall & Hord, 1987, p.

103). Also, LoU can be a milepost demonstrating rate of progress, specifics of progress

on the innovation, or completion of progress.

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3. Developing Innovation Configuration (IC) maps in order for school librarians to have a

clear picture of what constitutes “high-quality” use of digital textbooks. IC helps “how

facilitators identify and describe the various forms an innovation can take, showing the

most ideal form of the innovation” (George et al., 2013, p. 5). In order to create an IC

map, researchers must follow the following six steps (LaTurner et al., 2013a, pp. 41-47).

(1) Carefully consider an innovation by visualizing, brainstorming, and exploring parts of

the practice or change with respect to what the user would be doing. (2) Decide which

components are major operational features of that practice. (3) Express the main behavior

components using verbs. (4) Go over those components and determine sequential order.

If required, reorder or group the components to make the best sense. (5) Knowing now

what actually occurs, generate variations of each component, from ideal to less-than-ideal

observable actions. (6) Lastly, improve the variations by reviewing, refining, and editing

the entire document for various stakeholders.

4. Applying a mixed method, or an explanatory approach, to provide deeper understanding

of librarians’ perceptions. By combining qualitative and quantitative methodologies

(Creswell, 2009), mixed method research will not just “collect and analyze” data, but

rather converge, integrate, and combine paradigms related to adopting digital textbooks.

Greene (2007) formulated a mixed method paradigm for better understanding and

engaging with multiplism. This method would lead to a better understanding of the

complexity of digital textbook implementation, generating a “broader, deeper, more

inclusive understanding” to “honor the complexity and contingency of human

phenomena” (Greene, 2007, p. 21). Multiplism signifies that a mixed method accepts

and respects multiple philosophical perspectives and theories of knowledge, helping to

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verify diverse claims related to research questions. For engaging with difference, “value

commitments” inspire and motivate a mixed method (Greene, 2007, p. 27) through three

intertwining dimensions: philosophy, methodology, and ideology. Thus, mixed method

research brings various philosophies together by gathering narratives from school

librarians. An explanatory design would start with a quantitative study (in this case, the

survey) to determine statistically significant differences. The research would then

conduct an in-depth qualitative study to explicate these results (Creswell & Plano Clark,

2007). The study would then follow a participant selection model, which researchers

apply when they need quantitative results to “identify and purposefully select participants

for a follow-up, in-depth, qualitative study” (Creswell & Plano Clark, 2007, p. 74).

5. Studying a smaller, more homogenous sample size of school librarians’ SoC. This initial

study compared two different geographical settings, and the researcher therefore

considered it desirable to understand, investigate, define, and delineate the entire

population of librarians impacted by technological innovation. Since there was no

existent empirical research on school librarians’ concerns, the most urgent priority was

identifying such issues. As a second step, a future study can be done within a smaller

area, such as a school district, to offer a comprehensive analysis of school librarians’

attitudes. Throughout this study, the researcher seeks to deepen the understanding of

respondents’ perceptions in a given situation. Since not all school districts have the same

plans or schedules for adopting digital textbooks, however, a focused study would allow

researchers to obtain more prompt and practical responses.

6. Conducting further comparison studies that deal with various issues in different places.

As described in section 2.2.3, many U.S. states as well as other nations (such as Hong

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Kong, Japan, Singapore, and several European countries) have a specific plan for digital

textbook implementation. A study comparing two different places would explain how

digital textbooks can be efficiently implemented, the strong or weak points in a given

environment, and where digital textbooks excel when compared to other regions. An even

further study could compare school librarians’ concerns and perceptions with those of

another state to show how top-down administration affects such concerns.

7. Exploring further information specialists’ perceptions on technological innovations by

employing the Stage of Concern Questionnaire and the CBAM theory. While the CBAM

was originally developed for school educators, it can also be applied for various groups,

including parents and students (Hall & Hord, 1987). While information science has not

employed the CBAM much, it should be actively utilized for other innovations. As more

technological innovations are introduced, thus requiring information specialists to be

leaders in integrating those technologies, more studies must be done to identify those

specialists’ concerns so as to support them with proper interventions.

5.8 Conclusion

While offering different educational cultures, Florida and South Korea are both about to

embrace digital textbooks. The purpose for this implementation, however, is quite different for

each region: Florida expects digital textbooks to reduce education expenses, while South Korea

expects to slowly eradicate chronic private education through digital textbooks. Considering this

top-down decision, both educators and school librarians will be required to support this

innovation. Meanwhile, as school librarians are expected to play a leadership role in integrating

technology— this study thus explored school librarians’ concerns in two regions, comparing the

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results in order to address human resource issues pertaining to the diffusion of digital textbooks

so as to provide timely support in facilitating their adoption.

In order to identify school librarians’ stages of concern and the relationship between

those stages and their four characteristics, this study applied the CBAM theory and SoCQ: 209

school librarians in Florida and 259 school librarians in South Korea completed both the SoCQ

and a demographic survey. The researcher analyzed the data using SoCQ analysis as well as t-

tests. SoCQ has proven effective in identifying school librarians’ stages of concerns. The SoC

from Florida school librarians presented a ‘Negative One-Two Split’ user pattern, while those

from South Korea presented a typical non-user pattern. The CBAM theory anticipates that there

will be potential resistance from school librarians towards digital textbook implementation. Also,

this study found that, according to their chracteristics, school librarians showed the biggest gaps

of concerns in the Impact stages (Stages 4, Consequence; 5, Collaboration, and 6, Refocusing)

while having relatively high concerns in the Self stages (Stages 0, Unconcerned; 1,

Informational, and 2, Personal).

Based on the CBAM theory, the findings underscore a need of various interventions.

Since school librarians’ apathy was found while digital textbook integration will be put into

effect soon and, the intervention to inform school librarians of characteristics and strong points

of digital textbooks as well as restrictions for using them is urgent (Stage 0, Unconcerned).

Moreover, the study findings argue that it is urgent to introduce various interventions for specific

groups of participants. For example, South Korean school librarians, who had the second highest

concern in Stage 1, Informational, need to receive general information including benefits and

costs of digital textbooks. Florida school librarians, who had the second highest concern in Stage

2, need guidance to prioritize to digital textbooks as well as continuous encouragement.

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The results from the study stress the importance of professional development for school

librarians. Data from the study provides administrators with information that targeted and

customized interventions according to school librarians’ characteristics. Moreover, to

policymakers, the theory suggests gradual implementation of digital textbooks in Florida and

pilot test opportunities in South Korea. Lastly, the study urges library and information science

education to have short and long term strategies to embrace digital textbooks.

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APPENDIX A

THE SURVEY QUESTIONNAIRES

Part A: SoC Questionnaire

0 1 2 3 4 5 6 7 Not true of me now Somewhat true of me now Very true of me now

1. I am concerned about students' attitudes toward digital textbooks. 2. I now know of some other approaches that might work better than digital textbooks. 3. I am more concerned about another innovation. 4. I am concerned about not having enough time to organize myself each day (in relation to

Digital Textbooks). 5. I would like to help other faculty in their use of digital textbooks.

6. I have a very limited knowledge of digital textbooks. 7. I would like to know the effect of the innovation on my professional status. 8. I am concerned about conflict between my interests and my responsibilities. 9. I am concerned about revising my use of digital textbooks. 10. I would like to develop working relationships with both our faculty and outside faculty

using digital textbooks.

11. I am concerned about how digital textbooks affects students. 12. I am not concerned about digital textbooks at this time. 13. I would like to know who will make the decisions in the new system. 14. I would like to discuss the possibility of using digital textbooks. 15. I would like to know what resources are available when we decide to adopt digital

textbooks.

16. I am concerned about my inability to manage all digital textbooks requires. 17. I would like to know how my teaching or administration is supposed to change. 18. I would like to familiarize other departments or people with the progress of this new

approach. 19. I am concerned about evaluating my impact on students (in relation to digital textbooks). 20. I would like to revise digital textbooks instructional approach.

21. I am preoccupied with things other than digital textbooks. 22. I would like to modify our use of digital textbooks based on the experiences of our

students. 23. I spend little time thinking about digital textbooks. 24. I would like to excite my students about their part in this approach. 25. I am concerned about time spent working with nonacademic problems related to digital

textbooks.

26. I would like to know what the use of digital textbooks will require in the immediate future.

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27. I would like to coordinate my effort with others to maximize digital textbooks. 28. I would like to have more information on time and energy commitments required by digital

textbook. 29. I would like to know what other faculty are doing in this area. 30. Currently, other priorities prevent me from focusing my attention on digital textbooks.

31. I would like to determine how to supplement, enhance, or replace the innovation. 32. I would like to use feedback from students to change the program. 33. I would like to know how my role will change when I am using digital textbooks. 34. Coordination of tasks and people (in relation to digital textbooks) is taking too much of my

time. 35. I would like to know how digital textbooks is better than what we have now.

Part B: Demographic Information

1. Please indicate the number of years of service as a school librarian: __year 2. In terms of digital textbooks, do you consider yourself to be a:

○ Innovator (the first to adopt)

○ Early adopter (the early one to adopt innovation before most other people do)

○ Early majority (the careful one to adopt innovation after seeing it used successfully)

○ Late majority (the skeptical and traditional)

○ Laggards (the last to adopt)

3. How often do you read/use electronic or digital books?

○ Daily or almost every day ○ Few times a week ○ Few times a month

○ Less often ○ Not read e-books

4. How long do you read/use electronic or digital books per week?: hours 5. How have you educated yourself about digital textbooks?

□ By myself □ On the job □ Colleagues or study groups with colleagues □ Mentors

□ Professional seminars including webinars □ County or school based workshops

□ University campus-based courses □ Conferences □ Online course □ Other

□ Did not have any chance to educate myself

6. How long have you educated yourself about digital textbooks?: hours 7. What is the best way to describe your position?

○ School librarian with state certified as both teacher and library media specialist

○ School librarian with state certified library media specialist, or with a master’s degree in library and information science, but not certified as a teacher)

○ Other (administrator, student, university faculty, supervisor teacher, etc.)

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[Korean]

o Library teacher with a library teacher certificate under Article 21 of the Elementary and Secondary Education Act

o Practical education teacher with a certificate of practical education teacher after the completion of library and information science or library science under Article 21 of the Elementary and Secondary Education Act

o Librarian staff with the qualifications under Article 6, Paragraph 2 of the Library Act o Other (administrator, student, university faculty, etc.)

8. Do you work full time or part time?

○ Full time ○ Part time in one school

○ Part time in two schools but equal to a full-time position

○ Part time in more than two schools but equal to a full-time position

9. What concerns do you have with the Florida law that is requiring all students to be using digital textbooks by 2015? [Korean]

What concerns do you have with the plan of Ministry of Education that will disseminate digital textbooks by 2015?

(*According to ‘2013 development and application of digital textbooks’, digital textbooks are used in Grade 3 through Grade 11 (social studies, science and English) from the 2014 school year and they will be integrated to other subjects from 2015 (’11.6.29).)

10. Is there anything else you would like to add? * Thank you for your time for this survey. Those of who participate in this survey will be entered in a drawing. If you want to have a chance to win, please leave your email address.

[Korean] Those of who participate in this survey will be entered in a drawing for online gift cards. If you want to have a chance to win, please leave your email address.

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APPENDIX B

THE SURVEY QUESTIONNAIRES IN KOREAN

Part A: 관솣 단계 질문 0 1 2 3 4 5 6 7

현재 나에게 사실 아니다 현재 나에게 다셎 사실 다 현재 나에게 매우

사 실 다

1. 나는 디 털교과 에 대한 생들의 태도에 대해 관솣 있다.

2. 나는 디 털교과 를 더 잘 활용할 수 있는 몇 다른 방법을 알고 있다.

3. 나는 다른 혁신에 더 관솣 많다.

4. 나는 과 중 디 털교과 를 준비 는데 솝간 부 다는 것을 느낀다.

5. 나는 디 털교과 를 활용 는 다른 교사들을 돕고 싶다.

6. 나는 디 털교과 에 대한 매우 제한 인 솞을 고 있다.

7. 나는 디 털 교과 의 도 으로 인한 무 재편성 나의 전문 상황에 미치는

영향에 대해 알고 싶다.

8. 나는 디 털교과 와 관련된 내 관솣과 로 인한 사 의 갈등에 대해

우 고 있다.

9. 나는 나의 디 털교과 를 활용법을 개선 고 싶다.

10. 나는 디 털 교과 를 사용 고 있는 교내외 교사들과 무상의 관계를

전솝키고 싶다.

11. 나는 디 털교과 생들에게 어떤 영향을 미치게 될 궁금 다.

12. 나는 현재 디 털교과 에 대해 관솣 다.

13. 나는 디 털 교과 솝스템에 대해 누 의사결정을 게 될 알고 싶다.

14. 나는 디 털교과 의 사용 성에 대해 논의 고 싶다.

15. 나는 디 털교과 도 솝 어떤 자료들을 사용할 수 있는 알고 싶다.

16. 나는 디 털교과 에 수반된 든 것들을 실행할 수 있는 부 다고

느낀다.

135

17. 나는 디 털교과 도 나의 교 방법 나 행정 무에 어떤 변 를 져올

알고 싶다

18. 나는 디 털교과 를 혁신 으로 활용 는 부 나 교사들과 친해 고 싶다.

19. 나는 디 털교과 와 관련 내 생들에게 어떤 영향을 미치는 평 해보고

싶다.

20. 나는 디 털교과 를 활용한 수 방법을 개선 고 싶다.

21. 나는 디 털교과 아닌 다른 무에 몰두 고 있다.

22. 나는 생들의 경험을 기반으로 디 털교과 활용방안을 수정 고 싶다.

23. 나는 디 털교과 에 대해 거의 생 할 틈 다.

24. 나는 디 털교과 활용솝 생들 인 참 를 도 고 싶다.

25. 나는 디 털 교과 와 관련된 수 외 문제들로 많은 솝간을 셎요 게 될 것

염 된다.

26. 나는 디 털교과 를 활용 는 데 있어 곧 무 필요 게 될 알고 싶다.

27. 나는 디 털교과 의 효과를 대 기 위해 다른 사람들과 협 고 싶다.

28. 나는 디 털교과 도 에 어느 정도의 솝간과 열정 필요한 알고 싶다.

29. 나는 다른 교사들 디 털교과 를 어떻게 활용 는 알고 싶다.

30. 현재 나는 다른 우선 순위에 있는 무로 인해 디 털 교과 에 집중 기 어렵다.

31. 나는 디 털교과 를 보완, 향상, 또는 대체 는 방법을 알아내고 싶다.

32. 나는 현재 디 털교과 솝스템을 보완 기 위해 생들의 피드 을 사용 고

싶다.

33. 나는 디 털교과 도 으로 나의 할 어떻게 변 할 알고 싶다.

34. 과 과 사람들 간의 협 에 나는 너무 많은 솝간을 셎요 고 있다.

35. 디 털교과 기존 교 방법보다 무 더 나은 알고 싶다.

Part B: 인 통계 질문

1. 사 교사로 재 한 근무년수를 어 주솤솝오.: ___ 년

2. 디 털 교과 와 관련 본인은 어떤 분류에 셏한다고 생 솝는 요:

o 혁신 (innovators, 장 먼 새로운 상품을 경험 는 룹)

o 초기 수용자(early adopters, 남들보다 앞 혁신을 경험 는 룹)

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o 초기 다수 수용자(early majority, 실용주의자로 기술 완성되고 검증을 거친

후에 활용 는 룹)

o 후기 다수 수용자(late majority, 신기술에 의 며 전통 인 룹)

o 수용자(laggards, 의론자로 장 게 기술을 수용 는 룹)

3. 얼마나 자주 전자 또는 디 털 을 거나 사용 솝는 요?

o 매

o 주 에 3-4

o 한달에 3-4

o 끔

o 전자 을 용 않음

4. 주 에 얼마나 오래 전자 또는 디 털 을 용 솝는 요?: ___ 솝간

5. 디 털 교과 와 관련 어떻게 자기계 을 고 계신 요?

□ 스스로 량계 □ 현장교 □ 동료나 스터디 룹 □ 멘토 (선 교사)

□ 웹세미나를 포 한 전문 세미나 □ 교 청 또는 교의 워크샵

□ 대 /대 원 과 수 □ □ 온 인 교 □ 기 □ 교 경험 음

6. 얼마나 오랫동안 디 털 교과 에 대해 교 으셨는 요?: ___ 솝간

7. 현재 위를 어떻게 표현할 수 있을까요?

o 사 교사: 초·중등교 법 제 21 에 따른 사 교사 자 증을 니고

교도 관의 무를 당

o 실기교사: 문헌정보 또는 도 관 을 수 초·중등교 법 제 21 에 따른

실기교사 자 증을 니고 교도 관의 무를 당

o 사 : 도 관법 제 6 제 2항에 따른 자 요건을 추고 교도 관에 근무

o 기 (교 행정 , 생, 대 교원 등)

8. 현재 어떤 용 형태로 근무중 신 요?

o 정규

o 한 교에 계약

o 두 교에 계약

o 두 교 상에 계약

o 기

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9. 2015년까 디 털교과 를 포 는 교 부의 계 에 대해 어떤 의견을 고

계신 요?

(*참고: ‘2013년 디 털교과 개 및 용 방안'에 따르면 2014년부터 초 3~고 2까

디 털교과 (사 , 과 , 영어)를 용 고 2015년부터는 교과로 전면 대

용('11.6.29. 표) 예정 니다.)

10. 기 추 고 싶은 다른 의견 있으신 요?

* 설문에 응해주셔 대단히 감사 니다. 온 인설문에 응해주신 선생님들 운데

27분을 추천 교보문고 온 인 상품권을 보내드 고 니다. 추천을 원 솝는 분은

아래에 메 주셎를 남 주솝길 부 드립니다. (결과는 설문마감 후 메 로 안내될

예정 니다.)

138

APPENDIX C

CONSENT FORM FOR SCHOOL LIBRARIANS IN FLORIDA

The leadership role of school librarians in the adoption of digital textbooks: Evaluating school

librarians' stages of concern in Florida and South Korea

My name is Ji Hei Kang and I am a doctoral candidate under the advisement of Dr. Nancy

Everhart at Florida State University School of Information doing research on digital textbooks

and school librarians.

We would appreciate your professional help and expertise in answering this survey.

The purpose of this study is to identify the level of concerns that school librarians have with

respect to adoption of digital textbooks. A survey, consisting of the Stages of Concern

Questionnaire (SoCQ, 35 items) and demographic questions (10 items), is applied as a means to

identify the answers to the research questions. The study involves answering an online survey

and should take approximately 10-20 minutes. The benefits of the research are helping further

our knowledge of the level of concerns on digital textbooks. There are no foreseeable risks to

participating in this study.

Your participation is completely voluntary and you are free to withdraw you consent and

discontinue participation in the survey at any time. There are no consequences if you decide not

to complete the survey. Individual results will remain confidential to the extent allowed by law

and we do not collect any individual information. All those who complete the survey will be

entered into a drawing to get online bookstore gift cards. [Korean: All those who complete the

survey will be entered into a drawing to get Kyobo bookstore online gift cards.]

If you have any questions or concerns about this survey, feel free to contact Ji Hei Kang at

[email protected] / 1-716-650-8430 [Korean: 070-9034-4097] or Dr. Nancy Everhart at

[email protected] 850-644-8122 [Korean: 1-850-644-8122]. If you have any questions or

concerns regarding this study and would like to talk to someone other than the researcher, you

are encouraged to contact the Human Subjects Committee at Florida State University at 2010

139

Levy Street, Research Building B, Suite 276, Tallahassee, FL 32306-2742, or 850-644-8633

[Korean: 1-850-644-8633], or by email at [email protected].

If you have read and understand above information and certify that I am 18 years of age or older,

you consent to participate in this study by clicking “next.”

140

APPENDIX D

CONSENT FORM FOR SCHOOL LIBRARIANS IN SOUTH KOREA

디 털교과 도 솝 사 교사들의 더솤 할에 관한 연 : 플로 다와 한 사 들의

관솣단계 분 을 중솣으로

안녕 솤니까?

는 플로 다 주립대 교 문헌정보 과 사 과정에 재 중인 혜 니다. Dr.

Everhart 교수님의 도 에 디 털 교과 에 대한 사 교사들의 관솣단계를 연 고

있습니다.

본 설문에 응해주셔 대단히 감사 니다.

본 연 는 디 털교과 도 솝 사 교사들 어떤 관솣단계를 고 있는

분 고자 니다. 설문 는 관솣단계설문 (the Stages of Concern Questionnaire, 35

문항)와 인 통계설문 (10문항)로 성되어 있습니다. 설문은 온 인으로 진행되며 10-

20분 셎요됩니다. 선생님의 귀견은 사 교사의 더솤 연 에 귀한 자료 될 것 니다.

본 연 참 에 대한 예측 한 위험 습니다.

선생님의 참 는 순수 게 자 인 것 며 동의와 참 의 중단은 언제든 니다.

만약 인터뷰를 중단 셔도 에 따른 불 은 을 것 니다. 응 신 변은 명으로

처 되며 법에 의해 보호됩니다. 개인정보는 수집되 않습니다. 결과는 연 외의 다른

으로는 절대 사용 않을 것 을 약셏드립니다. 감사의 표솝로 설문을 완료 신

분들 운데 27분을 선정 교보문고 상품권을 증정할 예정 니다.

본 연 와 관련 어떤 문의사항 있으솝면 언제든 연 자 혜

([email protected] / 070-9034-4097)나 도교수 Dr. Everhart ([email protected] / 1-850-644-

8122)에게 연 주솝길 부 드립니다. 또한 기 질문 나 문의사항 있으솝면 플로 다

주립대 교의 Human Subjects Committee (2010 Levy Street, Research Building B, Suite 276,

Tallahassee, FL, USA 32306-2742 / 1-850-644-8633 / [email protected]) 로

연 실 수 있습니다.

141

쁘신 중에 연 에 기꺼 참 해주셔 감사 니다.

위의 사항 명 게 해되셨고 18세 상 성인 솝며 연 에 참 솝기를

동의 신다면 아래 “다음” 버튼을 클 해주세요.

142

APPENDIX E

APPROVAL FOR RESEARCH FROM HUMAN SUBJECTS COMMITTEE

143

APPENDIX F

SEDL LICENSE AGREEMENT

145

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BIOGRAPHICAL SKETCH

Ji Hei Kang

Ji Hei Kang earned a Bachelor’s degree in Library and Information Science and Business

Administration from the Dongduk Women’s University in 2002 and a Master’s degree in Library

and Information Science in the Sungkyunkwan University in 2006. She worked for LG Sangnam

Library for almost 8 years before enrolling in the doctoral program at the School of Information

within the College of Communication and Information, at Florida State University, USA. Her

research interests are information adoption behavior, school librarians’ leadership and implement

of digital textbooks in a library.

florida state university libraries

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